Working while in college is frequently treated as an impediment to academic success. However, many students need to work to meet their financial obligations, especially community college students, who are more likely to be from low-income families than four-year college students. This study reconceptualizes student employment--specifically campus employment--as an asset that can help increase student engagement and success. Informed by the student engagement literature, this study explores whether certain aspects of campus employment, such as those that help students develop greater connections within the institution or to their academic pursuits, support student success. This study investigates data from a community college in the Midwest, using logistic regression, to understand the relationship between educationally purposeful campus employment and credential completion or upward transfer. Results show a statistically significant difference in student success (credential completion or upward transfer) for students employed in educationally purposeful campus jobs, particularly when those jobs are related to a student's area of study. While more research is needed, policymakers and practitioners may find this study's conclusions beneficial when considering financial aid policy and institutional practices to support working students, including additional research into effective campus employment supervision. Richer datasets about community college students would allow for deeper and more nuanced inquiry into the varied avenues that community college students take when they attend college. [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.]