This paper reports two related studies on the role of student work, university connectedness, and taking online courses on college student academic success. In study 1, it was found that differences in GPA between students taking varying numbers of courses online is predicted by the number of hours students are working and not course format. It was also found that higher levels of university connectedness predicted higher GPAs in all students. In study 2, it was found that higher levels of university connectedness predicted higher GPAs in regular campus students, but not the fully online students. However, university connectedness predicated intentions to persist in both regular campus and fully online students. Implications are discussed.