The purpose of this study was to determine if the successful completion of a course designed to enhance student success increased the likelihood of students persisting from term-to-term at Ivy Tech Community College Southern Indiana, and whether there was a significant difference in student retention (as determined by persisting to the next term) as a function of students completing a contextualized student success course taught by a full-time faculty member. The quantitative methodology was a quasi-experimental design, used to examine existing educational data, with a sample size of 2,586 students. The variables were successful completion of a student success course and persistence. Archived data of students completing the course prior to, and after contextualization with programmatic content being taught by full-time faculty, were examined to determine rates of persistence. Then the two data sets were compared to determine if there was a significant difference in persistence. Exact binomial goodness of fit tests were used to analyze the data. The results determined that the transition to a contextualized course to enhance student success taught by a full-time faculty member presented a four percent actual increase in student success. Persistence rates were overall negatively affected by the transition to a contextualized course to enhance student success taught by full-time faculty, although some individual programs saw significant improvement in two-term persistence. The results of this study may be used by faculty and college personnel to add to the existing knowledge base concerning courses to enhance student success and their impact on persistence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]