This qualitative study examined first-year Interest Groups (FIGs) that resulted in higher graduation rates at the University of Wisconsin-Stevens Point. Participants in this study included eight former FIG participants from the academic years 2008-2011. This researcher created a questionnaire guided by Astin's theory of involvement, that analyzed the first-year interest group program, along the areas of peer interaction, staff interaction, faculty interaction, academic activities, and out-of-class activities. The findings of the study supported Astin's theory, along with the literature on college student persistence and retention. The key finding of the study was the importance of peer interaction in college student success. This study also found that out-of-classroom activities were also a condition in college student success. These out-of-class activities were typically based in peer interaction, but changed the environment for these interactions to occur. Surprisingly, staff and faculty interactions were not considered notable conditions of the FIG program. Recommendations included working with college leaders to incorporate more opportunities for peer interaction to occur on campus and to intentionally work to create opportunities for additional faculty and staff interaction outside the classroom. [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.]