Utilizing data from the national administration of a Cooperative Institutional Research Program (CIRP) baseline and follow-up survey of the first-year experience during the 2002-2003 academic year, this study explores the relationship between three curricular interventions--first-year seminars, service-learning, and learning communities--and the longitudinal process of first-to-second year retention. The findings from descriptive analyses showed that there are numerous positive relationships between these three interventions and integrative first-year experiences as defined by Tinto's (1987, 1993) longitudinal model of departure. Further, logistic regression suggests that service-learning courses have an indirect impact on the intent to re-enroll for a second year of college, while first-year seminars and learning communities may have an interactive relationship in their impact on the outcome measure. (Contains 4 tables and 1 footnote.)