A large number of community college students are developmental students. One of the most important challenges for community colleges today is to create programs that effectively educate community college developmental students. This study examines the effect of learning assistance centers on the success and persistence of students at a Southern California community college that utilized learning assistance centers to improve student success. Sequential logistic regression was used to predict the effects of learning assistance center utilization on success and persistence while controlling for self-selection and prior skill level. The results indicate that learning assistance center utilization increased the probability of success and persistence more than prior skill level and self-selection. Students who utilized a learning assistance center were three times as likely to be successful in their course and almost twice as likely to persist to the subsequent term. Implications for future practice include the recommendation for requiring students to utilize learning assistance centers.