An extensive body of correlational and experimental evidence has demonstrated the positive (and perhaps causal) link between different dimensions of effective postsecondary classroom instruction and both course-level learning and more general cognitive growth. In this chapter, the authors present evidence from a longitudinal study of first-year students at a large research university to suggest that overall exposure to organized and clear classroom instruction may also have positive net effects on the probability of returning to an institution for the second year of college. (Contains 2 figures and 1 table.)