In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the FYS program designed to develop cognitive variables associated with student outcomes such as motivation and commitment to the university, as well as practical skills such as time management, critical reading, and study strategies. Results from two sequential logistic regression models suggested that participation in this FYS program was associated with increases in the odds of persisting and being in good academic standing, even after controlling for relevant background characteristics. These results suggest that FYS interventions may be effective interventions for improving student outcomes. Important implications for practice and further research are discussed.