Studies of academic recovery courses (ARCs) focus almost exclusively on academic outcomes, such as postcourse grade point average (GPA) and academic standing. This study explores the role of noncognitive factors--specifically attribution perspective, shame resilience, and academic identity--for students engaged in ARCs. Pre- and postcourse data from ARC students revealed significant correlations between noncognitive factors and academic standing and statistically significant relationships among non-cognitive factors, as well as a significant difference in mean shame scores by gender. Practice implications are presented to guide educators in their retention efforts with probationary students and to encourage future research.