Colleges and universities have implemented a broad range of initiatives to support student success. Problem solving courses and course supplements are one approach. Evaluation of these courses has shown positive outcomes in terms of improved academic performance and other benefits. A number of these studies have also reported the largest positive effects with underperforming student groups. To further explore this approach a novel general education academic success course was developed. The course integrated a comprehensive problem-solving model into lectures and assignments as the basis of an active learning instructional strategy. Students were taught the model along with relevant academic skills content. They then applied the model to a personal challenge affecting their success in school and life. Using a matched cohort design, 826 course participants were compared with a campus-wide sample matched on key variables. Generalized linear models were used to estimate between group mean differences, and a Cox proportional hazards model was used to compare time to graduation. Results showed that students who successfully completed the course achieved higher cumulative GPAs overall compared with matched peers. Highest GPAs for students who took the course as freshmen suggested a transfer of knowledge over time. Results also showed that the course significantly benefited students from historically at-risk populations in terms of higher GPAs, units earned, retention, and graduation rates. This study shows that a well designed problem solving course can help students, especially those who struggle academically, to more effectively meet the challenges of college and daily life.