The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success for all students but also just as important to determine factors that may promote success for those who traditionally struggle academically like first generation students and freshmen. Participation in campus recreation programs may encourage academic accomplishments. The relationship between campus recreation and student success has been studied for decades, although consistent results have not been reported. Therefore, the purpose of this study was to determine the relationship between participation in specific campus recreation programs and college student academic success. Our sample consisted of male and female undergraduate students who participated in club sports, intramural sports, and group fitness classes at a mid-sized university in the Midwest. A nonparticipant group of students was also created to compare to the participants. Demographic data and academic success variables were populated for participants and nonparticipants (e.g. grade point average, credits completed, and one-year and two-year retention). Propensity score matching was used to match the participants with nonparticipants based on covariate information provided by the Registrar. Grade point average and credits completed were compared between the total sample of participants and nonparticipants, first generation students, and based on the number of programs participated in by the students. One-year and two-year retention were determined for the freshmen sample. Two-sample tests for proportions (z-tests) were used to compare participants' and nonparticipants' GPA, credits completed, one-year retention, and two-year retention. Effect sizes were calculated to determine the magnitude of effect in significant findings between participation in campus recreation programs and academic outcomes. ANOVA was used to compare amount of participation and GPA and credits completed. Linear trend analyses were conducted to determine significant differences between the groups. Overall, participants of campus recreation programs completed significantly more credits per year and obtained a significantly higher GPA per year. First generation participants also completed significantly more credits per year compared to first generation nonparticipants. Participants in one campus recreation program per year completed significantly more credits than nonparticipants. Participants in one campus recreation program and participants in two or more campus recreation programs both obtained a significantly higher GPA when compared to nonparticipants. First generation participants in one campus recreation program per year earned a significantly higher GPA when compared with first generation nonparticipants. Freshmen campus recreation participants had a significantly higher one-year retention rate and two-year retention rate. First generation freshmen participants also had a significantly higher one-year retention rate and two-year retention rate. The findings of this study should be of interest to students, campus recreation professionals, and university higher administration. Participation in campus recreation may possibly influence academic success in all students, including those who are known to struggle academically. Suggesting participation in campus recreation programs may be a helpful strategy to use for undergraduate students seeking academic success. [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.]