This study focused on understanding the circumstances that led to students being placed on academic probation and the effect of a support program on their academic recovery. Understanding students lived experiences that lead to academic underperformance is vital to the development and implementation of academic support programs. Ensuring that the developed program meets student's needs and equips them to succeed is similarly vital. This study utilized a explanatory mixed methods design. A purposeful sample of students on academic probation were invited to participate in a survey and four semi-structured interviews to explore their lived experiences during their semester of academic underperformance and with the support program. A grounded theory approach informed by the survey was used to identify common themes and experiences. The four semi-structured interviews provided key insights into students lived experiences and perceptions. Shared themes around academic underperformance for nonacademic reasons such as loss, trauma, and isolation emerged alongside themes of support structures being passive and students being on their own to recover. Additionally, a strong support from participants for the growth of the support program emerged. These results form the basis of an action plan meant to make changes to the institution and better support students who are underperforming academically. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]