The present study investigated whether an integrative behavior for one student success outcome could be applied to another student success outcome. Braxton and colleagues (2013) state that student perception of the institution's commitment to student welfare influences the level of social integration by the student, which affects student persistence at residential colleges and universities. The purpose of this study was to apply this theoretical construct to another measure of student success: class grade. A sample of students enrolled in a freshman-level general education course was surveyed to identify perceived levels of commitment by the institution to student welfare and levels of informal social integration, which were then examined to determine the impact on the final course grade. Nonparametric measures were used to analyze levels of perceived institutional commitment to levels of social integration, which were then analyzed against final class grade. No significant independent relationship existed between perceived commitment of the institution to student welfare and social integration. In addition, no significant independent relationship existed between social integration and final class grade. The authors suggest incorporating formal, integrative learning in the class as a way to apply a central tenet of persistence to classroom success.