This research examines the effectiveness of early intervention on academic success for at-risk students. An intervention program is implemented in a minority serving public university by providing counseling and advising to academically at-risk students. Student performance is monitored and evaluated to explore whether early intervention impacts the likelihood of success for at-risk students. Adopting the matching sample method, our preliminary results show that at-risk students who receive additional advising are more likely to pass the course than those who don't receive such advising. We also find that student's prior GPA and gender have a statistically significant impact on students' eventual academic performance. These results provide further evidence that early intervention strategies can be effective in improving student success.