The purpose of this study was to investigate the relationship between the length of a weekly tutoring session and student GPA for the first two semesters of college. The study was conducted at a private, midsize university in the Midwest. The sample consisted of 124 students admitted with academic stipulations to the university, meaning that students needed to participate in a mandatory once-a-week tutoring session during their first semester at the university. Results indicated that the reduction in length of the tutoring sessions from 60 to 30 minutes had no effect on the college GPA of entering high school students (traditional freshman) in their first or second semester of college. Entering transfer students who received 60 minutes of tutoring had significantly higher GPAs in their first semester at the study university (in which tutoring occurred) than did their counterparts who received 30 minutes of tutoring. No difference in GPAs existed between these transfer populations in the second semester of study (in which tutoring did not occur). The majority of students in both the 60 minute and 30 minute tutoring groups were retained over the two semesters of the study. The need for future research on specific tutoring models and programs is discussed.