Is college student academic performance harmed by competing employment obligations? At what point do the hours spent on the job begin to interfere with the predicted academic achievement of full-time students? This study addresses these questions by analyzing data collected from students at two non-residential community colleges. Using an outcomes model that treats student grade point average (GPA) as a product of pre-college variables on the one hand and of campus experiences and student effort on the other, both descriptive statistics and multivariate analysis are used to examine the impact of hours of employment on student grades. The results suggest that: (1) there is not a relationship between hours of employment and student outcomes, such as GPA, even among younger students; (2) even high levels of employment do not seem to have a negative impact; and (3) the hours spent in academic study appear to be more influential than the hours spent working. Contains 19 references. (Author/KM)