This monograph describes Supplemental Instruction, a student assistance progam designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information. SI does not identify high-risk students but rather identifies high-risk classes. The first chapter reviews the SI model, its focus, development, scope, features, placement of administrative responsibility, personnel, funding, and cooperation with advising. Chapter 2 explains in detail how SI works in the freshman year. Chapter 3 offers a review of the research on SI. Chapter 4 looks at why educators and students choose SI. Chapter 5 shows how SI has been adapted to an urban high school, to English composition classes, and to a law school at the University of Missouri-Kansas City. The last chapter reviews the foundation and theoretical framework of SI. An appendix lists institutions currently using SI. (Contains 60 references.) (JB)