Institutional data were used to examine the grades and retention of first-year students in 2 types of living learning communities--Academic Theme Floors (ATFs) and Freshman Interest Groups (FIGs)--and a First-Year Experience (FYE) course. Multiple regression revealed students in FIGs earned nominally higher GPAs (standardized [beta] = 0.02, p less than 0.01). Logistic regression revealed participating in a FIG increased students' odds of being retained by 18% (Exp([beta]) 1.18, p. less than 0.05). Participating in an ATF or FYE did not improve grades or retention. Findings suggest retention can be improved when faculty members and student affairs practitioners collaboratively create programs that link the curricular and residential experience, and foster student interaction with peers and faculty who share an academic interest. (Contains 2 figures and 2 tables.)