The effect of an intrusive advisement program implemented at the University of Texas at Arlington to reduce first-term freshmen attrition was studied. A randomly selected sample of 1,100 entering fall 1980 freshmen (51 percent) was assessed in terms of student characteristics, based on questionnaire responses. The questionnaire also determined student needs, and information packages including specific referrals to the appropriate on-campus service were assembled individually for students of the experimental group. Four-hundred-and-five such referrals were made with some individual students receiving as many as three referrals. The information packages were mailed to the experimental group during the first week of October. The second treatment phase involved monitoring the mid-term grade reports. Students whose reports reflected a problem in one or more courses were mailed a letter advising them of the various resources on campus that assist students with their academic development. A third letter mailed to experimental group members just before final exams acknowledged the exams and expressed support for successful completion of the semester, and noted important deadlines and services available. Almost identical mean attrition rates for both the experimental and control groups were found. Of the 86 freshmen students who withdrew, 50 had a grade point average of less than 1.94. It is suggested that the intervention failed to identify those students with serious academic problems early enough to provide assistance and positive reinforcement. A followup comparison of self-identified needs of the experimental and control groups is also planned for the end of the spring semester. Vincent Tinto's theoretical student retention model and methodologies are also assessed. (SW)