This phenomenological study was designed to explore the one-on-one connections between successful students and the faculty members with whom a meaningful relationship was fostered. The specific focus was on the establishment, development, and reciprocity within the context of the relationships. By comparing the students' experiences to their expectations coming into college, the study pinpointed specific ways that faculty member interventions encouraged relationship development. The defining themes from the student stories were "commits time," "connects to college," "creates culture," "challenges performance," and "consistently cares." Collectively, these five themes intertwined to provide a framework for the experience. Further synthesis showed student expectations for the relationship ranged from utilizing the faculty member as a guide, an expert, a friend, or an educator. Analysis of the themes and textural-structural synthesis led to the emergence of the essence of the phenomenon, "sustained partnership." The concept of a "sustained partnership" encompasses the goals that the student and the faculty member were investing in change and driving towards success together. The essence continues with the idea that the relationship was based on a symbiotic component in which both parties are looking out for one another. [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.]