Nontraditional community college student attrition has been identified by researchers as an area that needs more research. Specifically, further research was suggested for the nontraditional community college students regarding their responses to whether existing student support services will help to fill a gap in existing literature. In the past three years alone, multiple researchers have acknowledged furthering research for this at-risk student population regarding their reasons for attrition. This basic qualitative study explored nontraditional community college students' responses regarding their experiences with student support services provided at their campuses. Interviews with nontraditional students garnered rich data regarding the services they utilized and how those services supported their persistence to graduation. The research methodology utilized a basic qualitative research study, using purposive sampling and face-to-face interviews. To maintain heterogeneity, the researcher provided the following parameters for soliciting volunteers: currently attending or have attended community college, 24 years of age or older, full- or part-time worker, single- or dual-parent family, and full- or part-time student. The parameters selected by the researcher were consistent with published and scholarly definitions of the nontraditional student. Participants included men, women, nongraduates, graduates, and current and prior community college students. Ten participant interviews yielded saturation. The researcher used a theoretical framework of social constructivism and Tinto's sense of belonging to create interview questions that solicited rich responses. Data were recorded, transcribed, and analyzed by the researcher. The results of this study supported the researcher's hypothesis of the importance of student support services to the nontraditional community college student. Participants' responses included their experiences with student support services, their perceptions of the services offered, and their satisfaction or dissatisfaction with the services they used. The researcher presented detailed information regarding participants' responses to the interview questions and information that supported the nontraditional students' need for student support services, the need for extended hours of service, and the need for face-to-face contact to help them have a better understanding of their assignments. The researcher presented participants' suggestions to make student support services at community college more available and user-friendly to students who experiences time barriers, family obligations, and work restrictions so they can feel connected to academic life and have the motivation to persist to graduation.