This study explores the role of student support services in fostering persistence among Some College, No Credential (SCNC) students re-entering higher education, with a specific focus on community colleges in Southern California. As the number of SCNC students continues to rise, understanding the challenges and support systems available to this population is fundamental for promoting degree completion and social mobility. The research employs a qualitative case study approach, drawing on interviews with re-enrolled SCNC students and key institutional agents responsible for providing academic and student services. Grounded in Stanton-Salazar's (2011) Institutional Agent framework and Rendon's (1994) Validation Theory. The study examines the experiences of SCNC students, their reasons for leaving and returning to college, as well as the perceived value and benefit of institutional practices and policies in promoting persistence through current student support services. The findings highlight the importance of flexible learning options, tailored financial aid programs, and culturally responsive support services in facilitating SCNC student success. The study concludes by providing specific recommendations to higher education institutions on ways to better support SCNC students. These recommendations are intended to help institutions improve retention rates and close the credential attainment gap for this underserved population. [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.]