University and college leaders are tasked with enhancing student outcomes with fewer resources. Student retention is one such key outcome of interest for many policy makers as well as for university administrators. Over the years, administrators have turned to High Impact Practices (HIPs) such as Learning Communities (LCs) to aid in retention. This quantitative study explores the impact LCs have on student retention at a large R1 university in the Midwest. Additionally, the financial return on investment in LCs at this institution is measured via tuition dollars generated from students who are retained as a result of their participation in a LC at the institution. Two key findings of this study are that LCs are positively associated with increased odds of student retention, and that investing in LCs makes good financial sense. Our research contributes to the scholarship on retention attributable to LCs and provides researchers and practitioners with a "template" to evaluate the efficacy of specific retention initiatives in relation to their financial return on investments.