Students receiving financial aid assistance lose eligibility if they do not meet grade standards. Loss of aid for many students means an inability to continue their education. This qualitative, phenomenological study investigated how higher education institutions educate their financial aid student population on Satisfactory Academic Progress (SAP) guidelines, what students' knowledge level on these policies are, what techniques students feel are the most helpful, and what improvements can be made. Two theoretical frameworks guided this study: policy feedback theory and human motivation theory. To answer the research questions, 13 students were interviewed virtually. Interviews were recorded and responses to questions were transcribed using Microsoft Excel software. Major themes or trends were highlighted and noted. Findings indicated that students have little knowledge of SAP requirements despite any impressions to the contrary. While policies do not specify a school to do more than simply post their SAP policy on their website, institutions need to take a proactive stance in helping students understand these complication regulations. From the words of students, emphasis should be placed on more in person dissemination methods. Thereafter, by obtaining this information, efforts can be made by colleges to develop the most effective ways to communicate Satisfactory Academic Progress information to students to ensure student eligibility and positively impact positive social change by reducing student dropout rates. [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.]