Our study used a case-control matching design to assess the influence of a voluntary tutoring program in improving first-year students' Grade Point Averages (GPA). To evaluate program effectiveness, we applied case-control matching to obtain 215 pairs of students with or without participation in tutoring, but matched on high school GPA and standardized test scores. Next, we examined differences in academic performance between the two groups. A matched pairs t-test showed that students who attended the tutoring sessions demonstrated significantly higher GPAs during their first year. We close by discussing implications and suggestions for future research.