This article focuses on the role of theory and assessment in shaping student services and support through collaboration between student and academic affairs. Specifically, this paper highlights the use of a first-year student assessment tool that informs student support practices in the College of Agriculture at Louisiana State University (LSU). Guided by Tinto's (2012) model of institutional action, the assessment tool examined the transition experiences of first-year students, which ultimately provided feedback on ways the academic college could better support their academic and social integration. The major innovations include strategic initiatives focused on three areas: first-year seminars, goal check-in meetings, and academic and social support. The article concludes with four recommendations for scholar-practitioners to help inform practice with first-year experiences and retention initiatives within higher education broadly.