Retention of college students in a special developmental program in the School of General Studies at Purdue University, Calumet (Indiana), was studied. Data were gathered from fall 1981 through spring 1984 on 245 students who completed developmental studies program requirements (24 hours) and transferred to a degree-granting school. Success was empirically defined as completing a "C" or higher grade in the first semester after transferring to a degree-granting school. Of the 245 students, 22% transferred to the School of Liberal Arts and Sciences (LAS), and 78% transferred into the School of Professional Studies (SPS). Sixty-two percent of these students earned a "C" or better in the degree-granting school. The success rate of students varied according to the school to which they transferred. In LAS, 76% were successful; in SPS 58% were successful. Other data indicate that performance in the 24-hour developmental sequence is related to success in the degree-granting schools. For example, 78% of students who were successful in English 100 or English 104 while in the School of General Studies later earned a "C" or better in their first semester in a degree-granting school. A discriminant analysis using Scholastic Aptitude Test scores and California Achievement Test scores was also conducted to determine what variables differentiate the successful group. (SW)