The present research was a two-year longitudinal study on the effects of a six-day, optional, pre-semester, freshman orientation program on academic credits earned, GPA and college retention. Regression analyses were used to remove the variance associated with other possible predictors of academic success (gender, age, race, developmental need, ACT, high school GPA, and transfer status) before testing these academic effects. Attendance at the orientation program accounted for less than 1% of the variability in one-year and two-year credits earned and grade point average. Attendance did not significantly predict one-or two-year retention. We discuss methodological issues, whether orientation programs might benefit institutions in non-obvious ways, and suggest avenues for future research. (Contains 5 tables.)