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In Fall 2018 our small liberal arts university with a new engineering program was awarded an NSF S-STEM grant. Now with three cohorts admitted to the program, we present the retention data of students that have participated in the program versus a comparable control data set from the School of Engineering. The students under study range from those currently in their second year of undergraduate engineering to those that have graduated in the past two years. Thus, the data include those students that have both graduated and those that continue to seek a baccalaureate degree. In the analysis, the two comparable data sets are broken into demographics for comparison where appropriate, including race, ethnicity, GPA, starting university math course, and gender. We investigate the degree to which elements of the S-STEM program (faculty and peer mentoring, career services, and professional development trainings) yield higher retention data for the S-STEM group. With the analysis, we explore whether any of these demographic factors moderate the relationship between program participation and retention.