This study examined effects of a Dalton Junior College (Georgia) student success course, Dalton College Studies 101 (DCS 101) since it was first offered in 1987. The course meets twice a week, is strictly elective, and carries institutional credit. All students were first-time students and since most students enroll during the Fall quarter, only these students were studied. The study used student evaluations of the course, analysis of success indicators of retention, average hours attempted, grade point average, hours per quarter taken, and graduation rates as well as variables of verbal and math test scores, sex, and age. Data were gathered from printouts of on-line transcripts analyzed with t-tests and chi-square tests and with correlations and multiple regression. The sample included 405 DCS students and 500 non-DCS students. Among the findings were that at the end of their first year DCS students were progressing more quickly through their program, that DCS students returned at significantly higher rates both after the first quarter and after the first year, that DCS students totalled more hours on average during their tenure, and that 30.8 percent of DCS students met a 90-hour requirement to receive a particular degree standing on graduation while only 19.4 percent of non-DCS students achieved this requirement. (JB)