This study evaluated the impact of a First-Year Experience (FYE) program on student success at a small, private, faith-based distance learning university serving a predominantly nontraditional student population. Student data (N = 399) from two groups were compared to determine if the FYE made a difference in student success as measured by persistence and first-year grades. In addition, FYE students who completed the orientation course were surveyed (N = 50) to evaluate the extent to which the FYE achieved its objectives based on student perceptions. There were no significant differences between the two student groups, suggesting that the FYE did not have a significant impact on student success. However, survey results indicated that students generally agreed that the FYE achieved its objectives. The study contributes to the scant literature on evaluations of first-year interventions in distance learning environments, confirming the complexity involved with mitigating student dropout, and suggests areas of future research on pre-admission factors utilizing Rovai's (2003) Composite Persistence Model.