This research examined the effect of tutoring on student success at an open enrollment community college, controlling for gender, age, race/ethnicity, highest level of education, and reading, writing and mathematics competency. Student success was defined three ways: term grade point average (GPA), success in courses, and persistence from the fall to spring semesters. Using analysis of variance and logistic regression, researchers found that tutoring was associated with student success, controlling for the other variables. Results provide empirical support for the hypothesized importance of tutoring in colleges' arsenals of student support services. (Contains 5 tables.)