Community colleges serve a vital function in the U.S. educational system, with 50% of undergraduates having attended a community college (Abelman & Dalessandro, 2008; Community Colleges, n.d.), and dance courses are a popular choice among thousands of students at these colleges. An ex post facto, causal-comparative, study explored the differences between community college students who did and did not study dance as indicated by a college database. A z-test for proportions determined if the differences found were statistically significant. Overall, findings indicated that statistically significant differences existed between the two groups in all areas explored by the study: age, gender, ethnic group, full- and part-time attendance, persistence, and educational objectives. The study establishes the groundwork for further research in the field of community college dance education and addresses gaps in the literature related to dance pedagogy, specifically diversity and student success (Bonbright & Faber, 2004). Results of the study may: (a) expand the research-based information guiding community college policy at all levels of administration—program, department, college, state, and nation; (b) provide information for dance teachers that will aid in re-assessing program development, curriculum development, and classroom practice; and (c) stimulate discussions by educators and the general public addressing the role of dance and the other arts in education.