The current economic and political environment has increased the pressure on higher education to deliver education that is cost-effective, standardized, and accessible. Summer bridge programs have traditionally been one of the economical ways to increase the access and retention of non-traditional, first-generation, or at-risk students. Retention efforts like summer bridge programs often require the collaboration of administrators and basic writing instructors who each may possess a different set of values and priorities. This article examines how administrators, basic writing instructors, and students define a successful summer bridge experience and how varying definitions of success influence programmatic revision.