Research has yielded much evidence that investing in postsecondary interventions increases retention and success for Hispanic/Latinx undergraduates. This study examines one such intervention, funded by Title V and implemented at a large public Hispanic-Serving Institution, developed to improve semester-to-semester retention. Faculty and peer mentors facilitated a set of workshops for probationary students and students in a core university course that connected self-regulatory skills for college success to those for career success. Students participating in the workshop intervention were compared to a control group of students who did not participate. Findings showed that in comparison to the control group, students in the intervention had higher retention rates, regardless of probationary status or student classification, along with higher rates among students with lower GPAs. Implications of the study are discussed in relation to "servingness" at HSIs.