The work of Ursula Delworth and her colleagues 20 years ago in describing the Assessment-Intervention of Student Problems (AISP) model and offering insights into its application (Delworth, 1989) is as timely to the practice of student affairs and the support of student success today as it was when the work first appeared. This is not to say, however, that the model ought to be understood today as it was understood then. Much has changed in the higher education landscape in the intervening years, and those changes have implications for contemporary practice using the AISP model. One change since the original publication of the work of Delworth and her colleagues is the growing recognition that the practice of student affairs may vary in significant ways depending on the institutional context in which it is undertaken. The purpose of this chapter is to explore the ways in which institutional context might shape the ways the model is implemented on a particular campus. The authors undertake their exploration by examining four assumptions necessary to support the hypothesis that the AISP model is universally applicable to all institutions. Along the way they offer several case study examples demonstrating how the model might be applied in varying institutional contexts.