Student data associated with the academic suspension and readmission process at the University of Northern Iowa revealed a number of equity and student persistence issues, highlighting the need to make systemic improvements including the introduction of new data-informed interventions. This article focuses on access and equity issues identified in a review of students who were academically suspended from the University of Northern Iowa, the steps that faculty, administrators, and student affairs professionals across campus took in response to these data, and student outcomes after the implementation of process and program changes. The intervention relies on a cross-divisional approach to addressing the challenges of equity within suspension practices and reframing suspension from a narrative of discipline to one of support. Improvements highlighted include changes to the suspension policy, updated criteria associated with readmission after suspension, and a new post-readmission course and success coaching intervention. Outcomes data will reveal equity-related gains in retention and persistence for students readmitted after suspension, and areas in need of ongoing improvement.