The purpose of this qualitative action research study was to explore how an academic coaching curriculum could help students develop an anxiety reducing workflow to improve students' willpower, self-regulation, and self-control with the ultimate goal of helping students achieve their goals. This study aimed to further understand the work of academic coaches in higher education. There were four research questions that guided this study: (1) How does teaching an anxiety-reducing workflow influence a student's willpower, mental energy, anxiety, and time management? (2) What elements of an academic coaching curriculum influence behavior change among students? (3) How can an academic coaching curriculum influence student goal achievement? (4) How do students with ADHD describe their experience with an academic coaching curriculum? This study analyzed five college students' experiences with an academic coaching curriculum. Study findings indicated that the academic coaching curriculum positively influenced coached students' willpower, mental energy, anxiety, and time management. Findings from this study also indicated that students improved their study strategies, self-advocacy behaviors, sleep routines, and perceived their breaks as more restorative. Further findings found that students perceived that academic coaching helped them achieve their goals, and the students with ADHD perceived that academic coaching helped them better understand their ADHD symptoms. I explore the process and features of academic coaching and make recommendations about how the academic coaching curriculum used in this study could be integrated into an overall student success strategy. [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.]