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Community colleges serve diverse student populations, including first-generation, low-income, and nontraditional students, yet retention remains a persistent challenge. Outreach programs such as Achieve a College Education (ACE), Hoop of Learning (HOL), TRIO, and No Opportunity Wasted (NOW) aim to improve student success through academic advising, early college exposure, and holistic support. The purpose of this quantitative correlational predictive study was to examine if, or to what extent, gender, traditional/nontraditional status, first-year GPA, race/ethnicity, recipient of disability resources, and completion of the First-Year Experience (FYE) course predict retention among community college students enrolled in an outreach program at the start of their second year in Arizona. Framed by Pascarella’s model of student-faculty informal contact, the study used archival data from 414 students and applied binomial logistic regression. The overall model was statistically significant, χ²(8) = 47.98, p < .001. Two variables emerged as statistically significant predictors: FYE course completion (Wald = 14.51, p < .001, OR = 2.73) and gender (Wald = 11.15, p < .001, OR = 2.25). Students who completed the FYE course and female students had higher odds of being retained compared to their peers. Race/ethnicity, traditional/nontraditional status, GPA, and disability resource status did not significantly predict retention. These findings suggest that structured first-year support and gender-responsive strategies may enhance retention, while challenging assumptions about the predictive value of demographic factors alone.