Research on academic probation is a critical piece in the study of undergraduate student retention in higher education. Currently, the literature lacks empirical studies that address differences between academic units in probation rates and support for students on probationary status. The purpose of this mixed methods study was to: 1) establish the differences between academic units in rates of academic probation and return to good standing; 2) explore the student experiences of those students on academic probation who return to academic good standing; and 3) to use these data to inform policy at an institution of higher education. Specifically, t-tests, chi-square tests, and multiple logistic regression of academic and demographic data from the university's student reporting system was used to establish differences by academic unit in probation rates and rates of return to academic good standing. These quantitative data then drove the sample selection for semi-structured qualitative interviews with undergraduate students at the university who have been on academic probation with a goal of understanding student/institution interactions. This project, by closely examining the between-unit differences in service to academically underachieving students, informs a more nuanced, student-solution focused academic probation policy and sheds light on current practices that help students toward academic success as well as offering student-driven suggestions for policy and practice. [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.]