The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): The G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. Specifically, the study focused on selected and trained G-Force peer mentors and AHE peer tutors at Texas institutions of higher education as compared to students awarded work-study through the Texas Higher Education Coordinating Board. The study aimed to measure the differences among the three groups in terms of program GPA and persistence as well as the relationship between the outcome variables and program association. The results found that while there were differences among the three groups in program GPA and persistence, there was no relationship between being a part of the AHE, G-Force, or work-study program and whether a student received a high GPA while in the program or persisted toward graduation.