The Texas community college systems served culturally diverse students in asynchronous courses. However, attrition rates remained low for culturally diverse students. Instructors had the potential to increase attrition rates of culturally diverse students. However, there was limited research exploring the implementation of such approaches by community college instructors. This qualitative exploratory case study aimed to identify factors contributing to improved attrition rates for culturally diverse students in asynchronous Texas community college courses. Piaget's constructivist learning theory provided the theoretical framework for this study. The study used a qualitative approach and collected data through interviews with 9 Texas community college instructors who taught asynchronous online courses. Data analysis involved thematic analysis to identify common strategies employed by instructors. The findings included a significant relationship between professional development training opportunities for Texas community college instructors and their preparedness to implement student-centered approaches effectively. The findings also indicated that instructors could enhance attrition rates and promote student success in asynchronous college courses by addressing the unique needs of culturally diverse students. These findings suggest further research to determine other variables that might influence such outcomes. The study contributes to the understanding of strategies employed by Texas community college instructors to improve attrition rates among culturally diverse students. The results underscore the significance of implementing student-centered approaches and highlight the need for instructor training and professional development to support the success of culturally diverse students in asynchronous Texas community college courses. Future research should be conducted on the kinds of instructional strategies that can improve attrition rates for culturally diverse students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]