This paper describes an academic support program, developed and implemented at a liberal arts college, that has had a significant effect upon the retention of "high risk" students. Germane to its success and discussed in detail is the "Educational Diagnosis." Only after the accurate identification of academic barriers can a constructive rehabilitation program be assigned. Emphasis, as described in the model, is placed upon the development of basic skills in reading, writing, speaking, listening, and critical thinking. Group counseling centers on the student's level of expectations, self-concept, attitude toward work, and the college process. (Author)