Previous research and retention interventions have been primarily targeted towards the freshmen, first-year experience (Gardner, Pattengale, & Schreiner, 2000; Pattengale & Schreiner, 2000) and yet, sophomores are a uniquely vulnerable group with increasing levels of dissatisfaction and attrition (Boivin, Fountain, & Baylis, 2000).This article describes the programmatic development and evaluation of the Sophomore Peer Counseling Program which was initiated in an effort to increase retention, academic performance, and college satisfaction for sophomores during their critical second year. The effectiveness of the program was evaluated utilizing the "Sophomore Peer Counseling Program: Student Satisfaction Survey." Participants for this study were sophomore students who had completed between 30 and 44 credits at John Jay College of Criminal Justice (N = 210). Participants attended a peer counseling advisement session and volunteered to complete the "Student Satisfaction Survey", a self-report measure of program evaluation. Various demographic variables were found to have a significant impact on program evaluation. The implications of the findings pertaining to program effectiveness, and its overall impact on retention were discussed.