This paper presents an analysis of two common seminar formats: those based on learning- strategies interventions and those based on academic socialization interventions. The results of a natural experiment allowed a comparison of the retention impact of a strategy-based seminar and a socialization-focused seminar. For both more and less academically capable freshmen, one-year retention rates were higher for a strategy-based seminar. The retention advantage of the strategy-based seminar was evident even when effects of academic aptitude, high school class rank, gender, and ethnicity were statistically controlled. No evidence was found to support the claim that a socialization-focused, theme-based seminar selectively improved retention rates for more able students. In fact, the socialization-focused seminar condition was no more retention-effective than the no-seminar condition.