This qualitative case study explored perceptions of learning support and student success, particularly for students of color who had enrolled in a college algebra course. The purpose of this study was primarily to include student voices in the conversations about student success. The study uses a qualitative case study approach in two ways: (1) to interview nine students who found success and students who did not find success in College Algebra to glean information about their personal experiences and perceptions of learning and (2) to interview three professors of College Algebra to understand their pedagogical strategies that are designed to help students of color succeed. Several interrelated themes emerged: self-efficacy is essential to student success; traditional academic supports (math lab in particular) are not highly valued by students; student support is best utilized and more impactful when provided through the course and professor; asset-based pedagogies can and should ultimately replace deficit-based ideologies; students themselves have internalized deficit-based frameworks; embedded support pedagogies should be more fully embraced throughout the institution; success data in addition to grades should be emphasized and measured. These findings provide practitioners with recommendations for more inclusive and asset-based pedagogies that both students and successful faculty value in supporting student success. [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.]