The purpose of this qualitative descriptive was to summarize how academic probation administrators and staff describe the motivational and practical outcomes of individual academic recovery intervention components for students on academic probation at nonprofit 4-year institutions in the U.S. The researcher conducted individual interviews with 13 participants and conducted a focus group with 6 participants in an effort to answer the research questions; RQ1: How do academic probation administrators and staff describe the motivational outcomes of individual components of academic recovery interventions? RQ2: How do academic probation administrators and staff describe the practical outcomes of individual components of academic recovery interventions? The phenomenon of interest is perception of academic probation administrator and staff of the motivational and practical outcomes of individual academic recovery intervention components for students. The researcher examined this phenomenon through the theoretical lens of Tinto's (1975) model of student retention and social constructivism. The researcher used a qualitative descriptive design for this study and descriptive and in vivo coding in data analysis. The research identified 4 primary themes: "Trusting Relationships Build Commitment and Connection to Institution," "Students Grow and Develop Through Ownership, Responsibility," "Reflection, Internal Growth in Academic Skills and Strategies Produces Demonstrable Academic Results" and "Using Traditional Higher Education Metrics for Student and Institutional Success." Overall, it was clear that academic probation program outcomes, reach beyond simple academic improvements. [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.]