Today's community college serves as the entry point to well-paying technical jobs as well as the entry point to the baccalaureate degree and beyond. What, then, can be done to ensure that low-income students have access to and success in community colleges? Research, both theoretical and empirical, shows that there is no one student characteristic that will predict student success--not academic preparation or lack of it, not finances, not socioeconomic status; rather, a holistic accounting of student adjustment to both the academic and social environment of the institution is needed. In this article, the author proposes a model student services organization that integrates concern for the academic with the adjustment and development issues to help ensure student success. The author examines the impact of integrating the academic and counseling services on the success of low-income students and delineates a model organization for the delivery of such services. A plan for low-income student success in the context of factors, such as affordability, counseling, academic preparation, and college organizational variables, is presented.