Consistent increases to the educational costs to attend the University of California are the current climate students and families find themselves grappling with. The federal work study program is one program employed to support students and their families in financing the cost of education. In an effort to further enhance the professional literature on the relationship of work study on the retention, academic and social integration of undergraduate students at multiple campuses within a highly selective state system, the purpose of this study is to ascertain to what degree work study positions influence academic and social integration, 4-year graduation rates for work study students, and quantitatively describe work study students satisfaction with their experience at the University of California. In 1975 Astin published research that found that work study programs could increase student persistence by 15%. He reported that these opportunities provide students with money, experience in the field, and, perhaps most important, networking capabilities for future employment and research possibilities. Is this finding applicable to today's undergraduate student at the University of California? And in light of the theoretical foundations published by Tinto on the importance of academic and social integration on a student's persistence towards degree completion, is there a difference between the integration of work study students and students not in work study positions into the campus community? The secondary analysis in this study is comparative research and compares the persistence and experience of two groups: students who hold work study positions while enrolled (Group A) and student who do not have work study positions while enrolled (Group B). This comparison of these two groups identifies whether there is a positive or negative effect on students who hold work study positions on their time to degree, their academic and social engagement and satisfaction with their experience at the University of California. The data revealed the following four statistically significant findings: first, there is a 5% difference in four-year graduation rates in favor of non work study students; second, work study students are more academically disengaged than non-work study students; third, there is a 8% difference in satisfaction with their GPA between the two groups (non work study students are more satisfied with their GPA); and finally, there is a 5% difference in perceived value of the education between the two groups (non work study students rate the value of their education higher than work study students). Analysis also showed that there is no statistical difference between the two groups with their overall satisfaction with their college experience. While these findings are counter to Astin's seminal work, the researcher must acknowledge that the data analyzed was from a single cohort. A deeper look into the relationships identified in this analysis is needed. If the findings are correct, then the implications for practice are focused solely on the work study program, as opposed to financial aid in general. That said, the findings may be a false indicator of what's occurring as there may be a stronger variable influencing the relationship (i.e., wealth, incoming GPA). The dissertation concludes with a discussion of possibilities. [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.]