Using the theoretical framework of Astin's (1993) I-E-O model and Kuh's (2009) notion of student engagement, the present study investigates the participation of tutoring for various student groups at the Metropolitan Community College of Kansas City (MCCKC) and the relationship between frequency of students' participation in tutoring and perceived academic outcomes. Data from the 2019 Community College Survey of Student Engagement (CCSSE) at MCCKC were analyzed to better understand differences in participation of tutoring by different student groups. The relationship between the frequency of tutoring and perceived academic outcomes were analyzed using multiple regression. Findings indicated that almost half of the students at MCCKC participate in tutoring at least one or more times. Frequency of participation in tutoring varies by race/ethnicity and for students enrolled in developmental courses but not for gender, traditional student status, or first-generation student status. Relationships between frequency of tutoring and self-reported academic outcomes exist for writing clearly and effectively, thinking critically and analytically, solving numerical problems. Black/African American students and students enrolled in a developmental course are more likely to report greater academic outcomes when compared to other student groups. Implications for MCCKC include the need to continue to encourage participation in tutoring for all groups but especially for students of color and those less prepared for college. Furthermore, tutor programs at MCCKC can continue to explore strategies that will help students become more effective learners. [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.]