Universities have grappled with declining enrollment over the past decade and have explored various strategies to boost enrollment and enhance student success. To compete with other universities nationally and align their academic calendar with traditional semesters, the university in this study transitioned from four 11-week to five 8-week semesters in their virtual and external campuses. However, it kept its traditional campus at a 16-week semester. This dissertation in practice investigated the impact of this change on student success. Quantitative data revealed no significant relationship in student outcomes between the 11- and 8-week semesters, but a statistically significant difference between the shorter and 16-week semesters. Qualitative interviews revealed student perceptions about different semester lengths. Further research, potentially through open-ended surveys from a larger student sample, is recommended to gain a better understanding of student perceptions of different semester lengths at the university. [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.]