A longitudinal research study was conducted at a public university in Pennsylvania on a sample of 129 at-risk students from a state-funded program (Act 101) designed to provide support services for economically and educationally disadvantaged students. This research employed a non-experimental, ex post facto methodology to assess the impact of tutoring on persistence, retention, and graduation. Study variables included measures of academic performance, retention, use and frequency of tutoring, the number of years in college, gender, and total credits earned toward graduation. Data were analyzed with t-tests, chi-square tests, multivariate and multiple regressions, and logistic regression. Results of the study showed that tutoring had significant positive relationships with retention and academic performance and demonstrate that tutoring can be effective as a strategy for succeeding to graduation. (Contains 5 tables.)