Undergraduate retention and persistence are richly discussed topics in higher education, and deservedly so. One specific area of study is how to increase four- and six-year graduation rates, and the usage of learning analytics to determine student pathways of success. At a flagship Midwestern US university, we studied at-risk populations (specifically, students on or near academic probation) who were enrolled in an academic coaching course. The course focused on identifying self-sabotaging academic habits, learning proven study and time management skills, and working weekly with a personal peer academic coach. These undergraduate peer coaches were specially trained to support the enrolled students by helping to set weekly, specific goals, connecting with campus resources, and discussing the complexities of undergraduate life. We used Qualtrics surveys to determine the impression that enrolled students have of the experience, and found it was overwhelmingly positive. We also used a comparison analytical method to determine whether the class had a significant impact on the enrolled students. We found that there is a small and not significant GPA improvement for enrolled students, and a significant improvement in retention for one and two semesters after taking the course.