The challenges facing higher education institutions across this country continue to increase, becoming more and more complex with each passing semester. Higher education administrators and those who aspire to be such must constantly stay abreast of all potential adverse issues, but especially those that affect the educational success of our students. The importance of student success is invaluable to students and society, alike, as their educational achievements enable the growth of both social efficiency and social mobility. Therefore, higher education institutions and their administrations must constantly assess and attempt to mitigate the many challenges and barriers to these important accomplishments. Consequently, this dissertation in practice (DiP) carefully considers a potential student achievement barrier of non-continued enrollment at one of Mississippi's 15 community colleges, Holmes Community College (the College). Specifically, this DiP explores a link between the financial aid metric of expected family contribution (EFC) of first-time enrollees and continued enrollment across four specific Fall to Spring semesters at the College in an attempt to identify the potential causes and provide possible mitigation. [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.]