Text Steps was a project piloted by Ascendium Education Group in 2015 and expanded to 13 school districts in Wisconsin between 2018 and 2020. Its goal was to combat summer melt through a texting program. Summer melt, in which college-intending high school students are unable to enroll in the fall for any number of reasons, is a well-documented phenomenon in the college access space. This brief considers the experiences of district- and school-level practitioners in planning and implementing a summer melt intervention. Their perspectives are specific to the Text Steps project, but there are broader lessons for other practitioners about advisable approaches and avoidable pitfalls while pursuing similar efforts elsewhere. Survey data from, and individual interviews with, practitioners in districts and schools inform this brief, as do project plans and materials received from the districts themselves. Given recent declines in fall postsecondary enrollment, and especially the inequitable outcomes of students based on family income, race, and ethnicity, it is important for the K-12 sector to understand how it can best help students bridge the gap between high school graduation and postsecondary matriculation.