In this study, we explored whether a uniquely designed First Year Experience (FYE) class for newly admitted at-risk college students would increase academic success; help students avoid academic probation; and increase retention for the following semester. Participants included 40 students (75% African Americans, 20% Hispanic Americans, and 5% European Americans) who were identified as at-risk for failing out of college in their first year. Program effectiveness was measured by an increase in the student participants' GPA, and an independent-samples t-test was used to analyze the data. In addition, two chi square tests of independence were performed to examine FYE class participation, academic probation, and retention. The results indicated that when first-year, at-risk students were identified early in their academic career, and participated fully in the FYE class, their academic achievement improved, and their GPAs for the academic semester increased. FYE class participation did not influence academic probation or retention. Implications for a FYE class designed for at-risk students, and components of that experience for student success theory, research and practice are discussed.