David Siegel, PhDMilliken, Michelle B2025-06-052025-06-052025-05May 2025May 2025http://hdl.handle.net/10342/14022ABSTRACT This study explores the impact of a grassroots intervention on the persistence of adult women learners in North Carolina community colleges, with a focus on pre-nursing students. Recognizing the unique challenges these students face—balancing work, family, and academics—the intervention revised the student success coaching model to provide tailored support. Using a qualitative research design, the study engaged institutional stakeholders through semi-structured interviews using a photovoice method with a poster exhibit to identify barriers and effective interventions. Findings revealed pre-nursing students experienced limited faculty interaction outside of advising, highlighting the need for early relationship-building, proactive coaching, and holistic support. Participants emphasized the importance of caring, accessible faculty, advisors, and emotional support in overcoming barriers to success. Findings also indicated that success coaching fostered strong relationships, provided individualized guidance, and bridged gaps between faculty and student services. The revised model introduced a dedicated pre-nursing success coach and advisor. The study recommends integrating success coaching as a standard practice in community colleges, with an emphasis on faculty collaboration and early exposure to campus resources. Future research should explore the long-term impact of success coaching across diverse community college contexts and examine how institutional culture influences the persistence and success of adult women learners.application/pdfEnglishEducation, Community CollegeDoctoral Dissertation2025-05-22