In this study, we explored whether a residence life plan designed to meet the academic and psychosocial development of at-risk housing students, where oversight and support were provided on a weekly basis, and a proactive, intrusive counseling approach was implemented, would be effective for academic success. Participants included 74 urban at-risk college students living on campus and on academic probation (68.9% African Americans, 16.2% Hispanic Americans, 12.2% West Indian Americans, 2.7% other participants). Program effectiveness was measured by an increase in the student participants' GPA and an independent-samples "t"-test was used to analyze the data. The results showed that when at-risk housing students participated in the proactive, intrusive residence life plan for success, their academic achievement improved, and their GPAs for the academic year increased. For practice, findings suggest that when residence life professional staff assume the "in loco parentis" responsibilities for at-risk housing students' academic difficulties, the students are able to achieve academic success.