Current studies on academic coaching programs highlight their positive effects on undergraduate student success, particularly among students with disabilities. However, there remains a gap in understanding how these programs achieve success for students without disabilities. This research seeks to assess the impact of academic coaching on undergraduate students and its role in enhancing academic and self-regulation skills. Through a mixed methods approach, this study aims to investigate the effects of a coaching program on students' academic skills (such as information processing, identifying main ideas, and test strategies) and self-regulation skills (including concentration, time management, and self-testing). Quantitative data was gathered from first-semester undergraduate student-athletes participating in the program, both before and after the Fall 2022 semester, utilizing the Learning and Study Strategies Inventory (LASSI). Students who completed both pre and post LASSI assessments were invited to join focus groups to gain insight into the perceived academic and self-regulation impacts of engaging with an academic coach. Additional insights from these focus groups supplemented the quantitative findings obtained from the LASSI assessments. Furthermore, a subset of students participated in one-year follow-up interviews to provide further depth to the data regarding the academic and self-regulation impacts of the coaching program. The findings of this research carry significant implications for athletic departments, universities, and academic coaching coordinators, offering valuable insights into how to measure the effectiveness of academic coaching as an early intervention rather than a reactive strategy for undergraduate student-athletes. [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.]