The study used a mixed-methods approach to examine factors affecting completion rates of Community-Based Job Training (CBJT) students in digital arts programs at a community college. Salt Lake Community College received a $2 million grant to train displaced workers, incumbent workers seeking additional skills, and disadvantaged youth in digital arts. As of April 2013, only 29 of 541 students had completed. A quantitative analysis of the CBJT database by mode of entry, gender, age, race/ethnicity, and program showed no significant effect on completion rates. Results from a 10-item, 4-point, Likert-type General Self-Efficacy Survey showed students had moderate to strong beliefs in their ability to complete, with an overall mean score of 3.42. Demographics, type of program, and date of entry were statistically analyzed and showed no significant impact on self-efficacy. The moderate to strong belief in self-efficacy was not reflected in actual completion rates. Participant interview responses were transcribed and major themes coded using qualitative software. All students viewed the grant as an opportunity to gain workplace skills, and expressed internal motivation to persist until completion. Ten of eleven students reported GPAs of at least 3.7. Most students expressed difficulties with instructors and advisors regarding access, content knowledge, and helpfulness. Students reported availability and scheduling of classes as the main obstacles to completion. The author recommends further study to determine if instruction, advising, and course scheduling continue to adversely affect completion rates.