The Individualized Study Program (ISP) at the University of California, Davis, which is designed to enhance retention of students with academic skill deficiencies, was evaluated. The target group was disadvantaged students who had not met the university's entrance requirements. Attention was focused on two aspects of the program: allowing students to reduce their academic unit load and individualized study programs provided through workshops. ISP participants spent 2-5 hours per week in basic skills workshops for one academic quarter. Students who participated in the workshops and who reduced their academic load earned approximately the same grade point averages as two comparison groups: students who attended workshops but did not reduce their load, and students who did not participate in the ISP. Participants did as well or better than their comparison group, even though they entered the university with significantly lower Scholastic Aptitude Test scores. Intensive remedial assistance during the first quarter appeared to be more beneficial than assistance provided after students had academic difficulty. Appendices include a description of ISP offerings, a sample ISP contract, and information on ISP students who did not return for a second year. (SW)