The Experimental Intensive Freshmen Advising Program, which was developed to help high-risk freshmen succeed at a small, four-year liberal arts college, was evaluated. The voluntary, one-semester program is based on humanistic and behavioral principles and incorporates weekly, group meetings with a freshman peer advisor and a faculty adviser, test anxiety workshops, assessment of study and learning modes and needed changes, and group activities to improve feelings of belonging and self-esteem. Students with marginal academic backgrounds were identified based on high school rank and scholastic aptitude test (SAT) performance: combined SAT scores of 789.7 and 826 for the 1979 and 1980 classes, respectively. The control groups, which did not participate in the program, were students accepted during the years 1973-1978 with a combined mean SAT score of 867.6 (five-year control group); and a nonequivalent control group of 1980 students who had combined SAT scores about 75 points higher than program participants. Compared to the five-year and nonequivalent control groups, program participants had significantly higher grade point averages after one semester, after completion of two academic years, and upon graduation. The percentage of participants who persisted to graduation slightly exceeded the college average. (SW)