This study was a combined causal-comparative and quasiexperimental exploration that related Tinto's Theory of Student Integration to the use of a college success course as a student persistence tool in a for-profit postsecondary setting. It sought to explore whether any relationship existed between student persistence and participation in the institution's college success course. Data were gathered through a collection of secondary academic records data. No statistically significant difference in persistence was identified between students who were required to enroll in the college success course and students who were exempted from course enrollment per institutional policy.