This study examined the relationship between GPAs and attendance at individualized tutoring sessions for 530 students with learning disabilities enrolled in a student support program. Student GPA and attendance records for individualized tutoring sessions identified two groups: four or fewer and five or more no shows over a nine-semester period. The results indicated that students in the four or fewer group consistently produced higher semester GPAs than those in the five or more group with 61% of the first group achieving a GPA of 2.5 or better. Interviews with the Center Administration provided insight into three areas reported by students as impacting their overall academic progress including: (a) the improved ability to understand and master content of particular course offerings; (b) improved study preparation skills; and, (c) overall increase in the study session quality. The study results linked individualized tutoring and additional supplementary support services with higher academic achievement. (Contains 3 figures.)