The number of undergraduate students who are academically at risk is steadily increasing, substantiating the need for some type of early intervention upon entering college. Academic support programs have great potential for closing the gap between at-risk status and graduation completion. It is necessary to understand the specific success indicators associated with academic support programs in order to provide academic support services that will lead to improved overall academic performance and graduation completion rates among undergraduate students. Results from this study will reveal components that contribute most often to the success of at-risk students who participate in academic support groups. Using a phenomenological qualitative research design, this study evaluated the academic support program of The College, a mid-sized, private, liberal arts institution in the Northeastern United States. Perceptions of academic success factors maintained by participating at-risk undergraduate students were examined to determine which factors represent the strongest indication of academic success. Qualitative data was collected via semi-structured interviews where participating students' post-intervention perceptions of academic success factors were examined. The results of the study revealed that at-risk undergraduate college students who participate in academic support groups benefit immensely from remedial development of critical thinking and study skills, feel more confident about learning when interacting with peers, faculty and staff, and ultimately, achieve improved academic success. [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.]