This study seeks to test for relationships between use of library study rooms, materials, and instruction with student success as measured by retention to the second year, graduation within four years and grades. A cohort of 4,605 first time undergraduate students were considered. Findings show that students who had checked out materials, had library instruction, or using used library study rooms had higher GPAs, retention to the second year, and greater likelihood for graduation in four years. Many of these relationships between library use and student success were particularly strong for first generation college students for whom academic engagement is particularly important.