Developmental courses help academically underprepared students to succeed in college. Classroom learning community programs aid intellectual growth through academic and social support. The current study examined whether developmental students in classroom learning communities differed with respect to college GPA and retention from their peers not receiving such support. Data from full-time first-time-in-any-college freshmen (N = 332) at a Midwestern university were obtained. The results indicate that students in a developmental math or English course with classroom learning community support had statistically significant higher college GPAs, but did not differ from their peers in second- and third-year enrollment.