This study examined whether the physical location of student support services on a college campus influences the utilization of those services, and if so, whether access to those services relates to student retention. The primary purpose of this study was to better understand whether service utilization, based on location, can and should be considered during the space planning process. Data were obtained from a public university in California. The terms included in this study spanned fall 2016 through spring 2019, as the college consistently collected utilization data for each of the target support programs considered--Academic Advising, Diversity Support Services, and Financial Support Programs. A series of z-tests for proportions was used to explore whether service utilization varied by location, and logistic regressions were employed to examine the relationship between the utilization of target programs and student retention. This study found that the location of services plays a role in student utilization. Results revealed that services located central to campus were utilized at greater rates than those on the fringe of campus. This finding was consistent across multiple datasets and student subgroups. Additionally, the study found that the likelihood of retention varies by student subgroup as well as support program. Interestingly, not all of the support programs increased the likelihood a student was retained which warrants future research. Findings from this study highlight space planning as an important tool for student service delivery, the need for programmatic assessment, and how student retention data can inform the space planning process. [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.]