The study employed the Clark and Estes (2008) gap analysis framework to investigate the knowledge and skills, motivation, and organizational elements that influence the retention, persistence, and matriculation of provisionally admitted students identified as Scholastic Achievers at United University (UU). Assumed causes of the knowledge, motivation, and organizational barriers were generated from related literature, learning and motivation theories, and professional knowledge. The analysis of this qualitative case study validated all the knowledge and motivation causes. The analysis did not validate two of the organizational causes. A total of 17 recommendations are provided for the validated and non-validated causes. The solutions scrutinized the bounding, framework, limitations and delimitations of the research study. An implementation and evaluation plan is offered, which utilized the Kirkpatrick and Kirkpatrick (2016) framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]