The issue of college student retention remains a critical concern in higher education. Institutions have begun to address this issue through the development of academic enhancement programs. These programs are designed to increase student success and prior research largely supports their efficacy. However, a paucity of research exists to demonstrate which mechanisms contribute to this positive change. This study, therefore, seeks to examine the role of cultural processes and therapeutic factors on the effectiveness of a group-based academic enhancement intervention. Consistent with prior research, this study is guided by the Psychosociocultural (PSC) model and the Multicultural Orientation (MCO) framework. Data for this study consisted of 70 students on academic probation enrolled in eight sections of an academic enhancement seminar. Latent Variable Structural Equation Modeling (LVSEM) was used to examine the direct and indirect effect of students' perceptions of Group MCO and Instructor MCO on changes in their academic outcomes. Results indicated that Group MCO and Instructor MCO were not significantly related to changes in students' GPAs. However, Instructor MCO was indirectly related to changes in students' GPA vis-a-vis students' perceptions of therapeutic factors. Findings demonstrate the importance of Instructor MCO in enhancing students' experiences of therapeutic factors (e.g., hope and belonging) within academic enhancement groups and ultimately changes in their academic outcomes. [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.]