This qualitative study explored the experience of five first-time college students enrolled in and two faculty members who taught the first semester of college composition with embedded writing intervention tools. Student participants were all first-time college students enrolled in the first semester of college composition; research was conducted through interviewing the participants. Faculty participants both served in the capacity of adjunct professors with experience teaching the first semester of college composition and research was also conducted through interviewing participants. Analyzing student and faculty perceptions of the effectiveness of embedding writing intervention tools, such as writing conferences and writing workshops in the first semester of college composition, garnered a deeper understanding and insight into their lived experience to help develop effective writing intervention tools to better support student transition from high school to college writing and success in first-year composition courses. Study findings suggest that future practices in both secondary English and college composition courses should provide students with consistent and immediate feedback to assist them with their writing development; incorporate mandatory writing conferences to target individual writing deficiencies; and incorporate writing workshops to address specific grammar, usage, mechanics, and formatting issues to better support students with their writing development and success throughout their collegiate career. [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.]