Increasing college costs are compelling more students to work in order to contribute financially to their education, potentially impeding their ability to fully engage in college (Curtis, 2007). Such work can either help or hinder a students level of engagement, academic progress toward graduation, and soft skill development. This study used Pascarella and Terenzinis (1980) Institutional Integration Scale (IIS) to measure the level of social and academic integration among recent graduates who responded to a self-evaluation of soft skills. This study of 641 recent alumni from a large, public state university found that students employed on campus reported a higher rate of integration in three of the five categories on the IISpeer interaction, faculty interaction, and academic and intellectual developmentthan students who did not work on campus. Students who worked on campus also responded more positively to the questions that asked about relationships, and evaluated themselves higher in appreciation of diversity, than their counterparts who did not work on campus. The findings suggest that on-campus student employment helps students develop key relationships, participate actively in learning, and develop a greater appreciation of diversity than their counterparts who are not employed on campus. This study proposes using purposefully conceived and implemented student employment as a learning tool to extend the learning occurring in classrooms and to influence social and academic integration, with the goal of increasing