This study examined the relationships between first semester participation in a community college developmental writing course and persistence and goal attainment. The study examined whether developmental writing course participants completed more of their credits, enrolled for more semesters, and completed degree/certificates and/or transferred at higher rates when compared to nonparticipants. Analysis of the data revealed that initial participants completed more of the credit hours they attempted than did nonparticipants; later participants enrolled for more semesters than did nonparticipants, on average; and at the end of the 3-year period, no significant difference was found between degree/certificate completion and initial participation. (Contains 1 table.)