With the proliferation of online course and program offerings at institutions of all types, there is significant competition for students. To remain viable, many institutions are launching programs to attract new students, such as those of non-normative ages (e.g., working adults), enrolling less qualified students, and/or creating distance programs to attract students from beyond the local area (Sapiro, 2019). Online education can be attractive for myriad reasons, including its accessibility (Sutton, 2014). However, retention can be a challenge for many online programs (Mulijana & Luo, 2019). In particular, online graduate programs might struggle to retain students to an even greater extent than undergraduate programs (Sutton, 2014), as these students often have responsibilities that can impede continuous enrollment (Howell, Laws, & Lindsay, 2004). With the rising popularity of online master's (Blagg, 2018; Fain, 2018) and doctoral (Kumar & Coe, 2017) programs, graduate students (40%) are more likely than four-year (34.5%) and two-year (33.8%) undergraduate students to take at least some of their courses online (Lederman, 2019b). While enrolling more working adult students who have numerous (and sometimes competing) responsibilities and/or might be less prepared for success in the current higher education system, institutions are now putting more and different types of supports in place to promote learning and success among students at all levels from diverse backgrounds. However, if struggling students do not seek learning assistance on their own or after encouragement or a referral by a faculty member as appropriate, another mechanism for connecting them with these services might be needed (Babcock et al., 2019). It is possible that some students do not make satisfactory academic progress because they do not access the amount and/or type of ongoing assistance that they need to learn and succeed at a sufficiently early stage (Babcock et al., 2019). Although many different early-alert or early-intervention programs exist, research on their effectiveness is scarce. Without such investigations, institutions are at risk of wasting valuable resources and/or missing opportunities to support students as effectively as possible. The research in this article aims to fill a gap in the literature by describing the process and outcomes associated with an early intervention implemented at one open-access graduate-focused online university. This intervention can be adapted as appropriate and employed at institutions offering co-curricular learning assistance for online students to improve educational opportunities for all.