This study explored the relationship between the Supplemental Instruction (SI) administrative hours at various colleges and universities and program outcomes (attendance rate, the difference in the average final grades, and the difference in the rate of Ds, Fs, and withdraws). All regression models were insignificant, but training-related hours per SI leader were statistically significant in one model and positively influenced the attendance percentage. This study also explored the relationship between funding and the beforementioned outcomes but netted no significant relationships. Small sample size limited these findings, so future studies should explore separate administrative constructors and collect larger samples.