Institutions of higher education continuously look for factors that could impact a student’s chance of graduating. Among many possible variables, research suggests that student engagement has a positive effect on student success (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Tinto 1993, Tinto 2012). One of those important factors is the interaction that occurs between faculty and students inside and outside of the classroom (Kuh et al., 2008; Mayhew, Pascarella, & Terenzini, 2016; Pascarella & Terenzini, 1979; Tinto, 2012). This study explores the possibility that full-time faculty are better suited to strengthen those relationships than instructors that are hired on a part-time basis. Using data collected by the Department of Education through the Integrated Postsecondary Education Data System (IPEDS), this study evaluated data from 1,005 degree-granting institutions from 2006 to 2012 to determine if there was a relationship between the ratio of part-time to full-time faculty and retention and graduation rates. The methods used in this study include a preliminary review that provided relevant information about the variables used. Additionally, correlation analysis and a review of the time series plots was conducted. Finally, two regression analysis models were developed using retention and graduation rates as dependent variables, the ratio of part- time to full-time faculty per 100 Full-Time-Equivalent (FTE) and the number of full-time faculty per 100 FTE as independent variables, plus a series of control variables. The results of the study revealed a positive relationship between the number of full-time faculty per 100 FTE and both retention and graduation rates, and a negative relationship between the ratio of part-time to full-time faculty per 100 FTE and retention and graduation rates.