In the United States, textbook cost affects student debt and student success. To reduce textbook costs for students, the California legislature provided funding for Zero Textbook Cost programs. In the study, the researcher examined group differences based on Textbook Type, Zero Textbook Cost, and Non-Zero Textbook Cost in public speaking course sections. The purpose of the quantitative ex post facto study was to examine if, and to what extent, there exists a statistically significant difference in final grade and course completion by textbook type in public speaking course sections at a large Southern California community college. Archival data were used to examine group differences based on Textbook Type. The total sample size was N =1050, with n = 525 in the NZTC group and n = 525 in the ZTC group. A Chi-Square Test of Homogeneity Rx2 was used to examine group differences in Final Grade, and a Chi-Square Test of Homogeneity 2xC was used to examine group differences in Course Completion. Based on study results, there was a modest but statistically significant difference in (X[superscript 2] = 26.506, p < 0.001) and Course Completion (X[superscript 2] = 11.688, p < 0.001) in favor of Non-Zero Textbook Cost course sections. Given these results, it is recommended that further research be conducted at the study site analyzing group differences based on Textbook Type to support student success in performance-based courses. Keywords: ZTC, NZTC, Chi-Square test, final grade, course completion. [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.]