More students entering into higher education in the United States are choosing to attend two-year colleges, but completion rates at these colleges, especially for nontraditional students, are consistently below 40%. Increased faculty interaction has been studied at four-year colleges as a strategy to increase completion rates and job prospects, but little research has been done at two-year colleges on to faculty-student interaction, student achievement, and subsequent college completion. The current study examined the relationship between the frequency of student-reported faculty interaction and student achievement based on grade point average (GPA). A Community College Survey of Student Engagement (CCSSE) survey administered at one Midwestern two-year college yielded 279 student responses. These responses were compared to the GPA of the same 279 students to determine the strength and direction of this relationship. The data was then disaggregated by age and enrollment intensity (i.e., full-time or part-time) to determine whether this relationship varied by student groups. One key finding showed that the direction of the relationship between faculty-student interaction and semester GPA was positive. Another finding was that prompt feedback had the strongest significant correlation to GPA for the overall population and for part-time students in particular. One implication is that two-year colleges need to increase faculty-student interaction, especially prompt faculty feedback to all students, particularly part-time students. Two recommendations for further research were examining the effect of faculty-student interactions on the GPA of diverse populations and conducting mixed methods and more qualitative studies on the quality of faculty interactions and students' GPA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]