In 2015, The Education Trust released "The Pell Partnership: Ensuring a Shared Responsibility for Low-Income Student Success." This analysis of over 1,000 public and private institutions revealed that while Pell grant recipients graduate at rates averaging 14 percentage points lower than non-Pell eligible students, many institutions do very well in serving this demographic. In fact, some institutions graduate Pell recipients at rates equal to or higher than their non-Pell grant-eligible peers. There is limited research, however, on how institutions create an environment that facilitates this type of student success for low-income students. Therefore, the purpose of this study is to determine institutional variables that contribute to small or nonexistent gaps in graduation rates between Pell and non-Pell students. Using a comparative case study methodology, I conducted research at three selected institutions ranked at the top of their institutional peer groups for graduating Pell recipients. I found that each institution had made a commitment to student success for all students. This included demonstrations of commitment to student success by executive level leadership, institutional initiatives, and intentional collaboration among offices. I also found that both financial aid directors and student government associations act as important advocates for student success. [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.]