While a percentage of first-generation, low-income, minority, and academically underprepared students are committed to earning a degree, challenges such as the lack of academic and social integration, little to no social capital, and low self-efficacy have a negatively impact on retention and persistence. The students attended a Mid-Eastern Historically Black College and University (HBCU) and may be academically underprepared, low-income, minority, or first-generation students. Most college students placed on academic probation may drop out. Students that drop out may not earn a degree and this impacts retention rates and institutional funding. The purpose of this qualitative case study was to explore if the intrusive advising program had a positive impact on retaining at-risk students. The data analysis process revealed two important themes: (a) students who participated in an intrusive advising program enjoyed their experience and (b) students on academic probation found it difficult to connect with their faculty advisor. The results of the study generated a clear understanding of the perceptions of students placed on academic probation that participated in an intrusive advising program were positive. The study provided insight into student's behaviors toward intrusive advising and their academic advisor. Students enjoyed the communication with their academic advisor. As research increase on intrusive advising and academic probation students, higher education professionals, and professors will gain significant knowledge on the retention and persistence of students placed on academic probation. [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.]