The purpose of this dissertation was to investigate whether students who completed the accelerated learning program (ALP) in English at Butler Community College in fall 2016 perceived a three-part, structured approach to the course as having been a significant factor to their persistence and successful completion of the course. These perceptions were gathered during the spring 2017 semester through one-on-one, face-to-face interviews with 12 students from the fall 2016 cohort. Utilizing the conceptual framework of narrative inquiry proposed by Clandinin (2006) allowing the individual student narratives to weave a common, thematic context, this study examined the specific factors associated with the three-part strategic structure students perceived as having been critical to their success. Using both deductive and inductive analyses, the study did reveal relevant linkages between the three-part structural approach--a guided, co-requisite course design, AVID high engagement strategies, and focused tutoring support--and student perceptions. Moreover, additional factors emerged during the inductive process emphasizing the influence of the ALP learning environment on student success. These added factors included the formation of highly-engaged, collaborative learning communities among students and instructors as well as instructor support of student non-cognitive issues. [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.]