Although student academic support programs have dated back to Early Colleges in America, the way we service our students' populations has had to evolve. Various student support programs have been utilized over the years, and while at that current time may have indicated benefits, are now outdated. One service that is demonstrating success is Supplemental Instruction (SI). There is a plethora of quantitative research studies that support the use of SI for raising students' grades in historically difficult courses. Few research studies explore the qualitative benefits and experiences of SI experienced by students. The purpose of this study was to explore students' perceptions and experiences in a community college mathematics course with attached SI. This study explored the attrition and failure rates experienced by community college students, which affects graduation rates and limits the number of individuals who are workforce ready. The population utilized in this qualitative research study consisted of students enrolled in a math course with SI attached in northeast US.