This research study was specifically designed to examine the relationship of a learning communities program, as a standard treatment effect, on the academic performance and retention of college freshmen during the Fall 2008 through Fall 2011 academic semesters, and specifically for a university comprised of higher levels of underrepresented college students, including minority, lower income and first generation college students. To that end, this quantitative causal comparative study explored the relationships between the outcome variables of GPA and retention with respect to participation in a freshman learning community utilizing point biserial and Phi correlations respectively. Additionally the relationship of participation in a freshman learning community and its impact on academic performance and retention were further evaluated by examining participant characteristic variables (gender, ethnicity, Pell grant recipient, first generation college student, high school GPA, SAT/ACT score, and fall term GPA) as predictors and in determining group membership, using multiple regression and descriptive discriminant analyses. Results of the correlation analyses were inconsistent with findings from prior research. However, consistent with previous research, prediction model results confirmed prior academic achievement as the single highest predictor in estimating fall term GPA and retention into the sophomore year of college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]