The growing reliance on adjunct faculty has been a recent controversial trend in higher education. One of the often overlooked aspects of shifting instruction to part-time faculty members is the impact of this policy on student learning outcomes. This paper studies the impact of faculty status on both short-term and long-term retention and student success, utilizing two datasets at a public, two-year college in the Midwest. The contribution of this study to the field is the inclusion of student transfer and individual level data, a novelty in learning success studies. Results suggest that faculty status does not impact student learning outcomes. Instead, the present study suggests that student intent is the best predictor of success and retention and should be considered in future intervention programs. (Contains 3 tables and 3 footnotes.)