Underserved populations' access to college continues to increase across the United States; however, the number of students from underserved populations attaining college degrees is not growing at the same rate. The purpose of this single case study was to describe how the Collaborative Partners in Success (CPiS) Program supports its participants during their college career at West University through the perceptions of its former participants. This single-case study used artifacts, focus groups, and semi-structured individual interviews to develop an understanding of former participants' views of the role of the CPiS Program in their college careers. Seven participants were selected based on their participation in the CPiS Program. Focus groups and individual interviews were transcribed and coded using in vivo coding to represent the data in the participants' own words. Continual analysis of the data through multiple readings and memoing of the data to determine patterns in the participants' perspectives of the CPiS Program. The participants' data revealed four themes: challenges of college, home, access, and leadership skills to describe the CPiS Program. The research found there was a connection between participants feeling supported and connected to their persistence, retention, and graduation from college, and the CPiS Program had an integral role. These findings may help other higher education institutions better understand how to support historically underserved populations at their own institutions. [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.]