The ability of community college students to engage in self-regulated learning and to develop effective learning strategies has been shown to be a key factor in student success in college. More students are attending community colleges today and they come with a wider variety and range of personal and academic skills. The accurate assessment of their skills and their personal ability to manage their learning is more important than ever before. The purpose of this study was to investigate the assessment of self-regulated learning and the correlation of this ability to two measures of student achievement; first quarter grades and first to second quarter persistence. The intervening variables of age, gender, ethnicity, and participation in a specialized counseling program and the mediation of those variables on student success were also investigated. This within-participant correlational study analyzed the assessment of student skill, will, and self-regulation, as measured by the ten subscales of Learning and Study Strategies Inventory (LASSI) and examined the ability of those scale scores to predict student success and relate the effect of intervening demographic and program variables to student success. The evaluation of the results demonstrated the ability of LASSI subscale scores to predict student success and assist college counselors to better define, plan, and deliver specific student services interventions.