At Reedley College, those students who enter with less than a 2.0 grade point average (GPA) and those without a high school diploma are intended to be identified as "Special Counseling" students and to receive intensive counseling coverage. The files, transcripts, and permits to register of 99 such students were examined after fall semester 1978 to gain information on student attributes and performance, and on factors that might encourage students to continue with school. Several comparison categories were established in evaluating the data, including age, first semester GPA, number of counseling contacts (special and total), percent of units completed, financial aid status, whether the student withdrew, whether he/she returned the second semester, high school graduation, tutoring, late applications, late and no transcript, local high school, and whether the student had actually been identified as a Special Counseling student. Findings indicate that identification of a student as a Special Counseling student may have a benefical effect. Those identified completed more counseling contacts than those not identified. They were more likely to receive tutoring and financial aid, and were less likely to withdraw from school after the first semester. Students who received special counseling were also more likely to complete their first semester with a GPA of 2.0 or higher. (DR)