The purpose of this single case study was to gain a deeper understanding of the supports provided by postsecondary education institutions to students in Educational Opportunity Programs (EOPs). EOPs provide typically low-income, first generation, academically underprepared, and underserved students, who are often overlooked but show potential, with supports they may need to help them persist to college graduation. Swail's "Geometric Model of Student Persistence and Achievement" (Swail, 2004; Swail, Redd, & Perna, 2003) framed this study by considering how institutional factors such as financial, academic, and student supports helped students persist in college. A single case study was conducted with semi-structured interviews of 15 upper level EOP students and 7 EOP staff or administrators. The study focused on the reports of EOP students and EOP staff and administrators to identify the supports that helped EOP students persist at a 4-year public university in New York State. The supports examined were students' transition from high school-to-college, financial supports, academic supports, social supports, and counseling supports. Based on the reports of EOP students and EOP staff and administrators, the financial, academic, and counseling supports were most impactful to EOP students' persistence in college. More specifically, academic and social supports, which included tutoring, mandatory study hours, and friendships developed within the program, were identified as helpful to EOP students as they transitioned from high school-to-college and continued in college. EOP counselors, who provided academic advising assistance and social-emotional support, were also considered paramount to EOP students' persistence in college. Financial supports were also identified as an important element to student persistence, most notably, the grants received from the federal and state governments as well as a program funded book stipend. Furthermore, students also identified a feeling of family, caring, and availability of EOP staff as important to persistence. This study contributes to the literature by confirming the importance of supports to student persistence such as the summer program, tutoring and financial support, introducing the notion of culture in an EOP and highlighting the importance of a holistic support system. The implications for policy emphasis on the continuation, growth, and development of funding to EOPs. Recommendations for research focus on faculty involvement in a summer bridge program, helping students develop friendship, and counseling supports. The implications for practice focus on how the elements of the EOP such as the culture, dedicated counselors, and free tutoring can impact broader populations of students to increase persistence in college. [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.]