This paper examines Howard University's Center for Academic Reinforcement (CAR), which provides college compensatory education to underprepared students. Research findings from CAR and the academic and non-academic factors related to students' successful completion of the program are discussed. The research findings reported include: (1) the degree to which Scholastic Aptitude Tests predict performance in CAR; (2) the role of class attendance and learning laboratories; (3) the relationship between self-concept and academic achievement of the CAR student; and (4) the value of special summer program. The paper concludes with a general evaluation of the program, and points to some of the lessons to be learned from the program. (APM)