This paper reviews research on the success of Upward Bound students and the performance of disadvantaged students in college. An examination of more than 20 Upward Bound studies tends to show that slight gains in motivational readiness for college were registered. Upward Bound students appear to enter college at a higher rate (80%) than the national average (65%) and are only slightly behind in the number still enrolled among non-program counterparts. The studies indicate the extent of institutional involvement with disadvantaged students is not great. As late as 1968, three-quarters of the institutions surveyed sponsored no special efforts for the disadvantaged; few institutions with such programs approached the problem with maximum utilization of their resources. The graduation rate of black students is said to be high (90% versus 60% for whites) but there are little data on the progress of students specifically designated as disadvantaged. Existing data usually refer to first semester college GPAs as the dependent variable. Suggestions for further research are discussed in relation to remediation strategies, the role of the instructore, and application of the definition "high-risk." (JS)