A multi-institutional study of five Canadian universities was undertaken to examine the impact of living in residence on students' first-year grade point averages (GPAs), retention to the second year, and graduation. While previous studies have linked living in residence to improved academic outcomes, most of the research has been based on American institutions, and many featured small sample sizes. Research within a Canadian context has been limited, signaling a need for meaningful data on the value that the residence experience provides. In this first-of-its-kind study, we explored the quantitative relationship between living in residence and the achievement of outcomes associated with postsecondary success, analyzing data from more than 146,000 university student records across five Canadian institutions. Linear and logistic regression analyses were used to model the impact of demographic variables such as age, gender, program of study, and fee status on academic outcomes. Results showed that living in residence in the first year of university had positive effects on retention to the second year and persistence to graduation, with benefits particularly pronounced for international students. The effect of living in residence on students' GPAs was found to be inconclusive, with a very small positive effect for international students. [Discussion questions developed by Denise Davidson, Courtney Enderline, Paige Friesema, and Amanda McIntyre.]