Results of participation in a Summer Bridge Program at the University of California, San Diego, in 1978 for 30 high-risk, minority group, and low-income students are discussed. The program is based on Tinto's (1975) theoretical synthesis of research on dropouts from higher education and is designed to increase a student's integration and counterbalance initial disadvantages. The program provided 3 weeks of intensive instruction in mathematics, reading, writing, and study skills. Students were housed on the campus, and live-in peer counselors provided support and supervision. The students participated in diagnostic testing, tutoring, and individual and small group peer counseling. Students met with a counseling psychologist twice weekly to solve group problems and attended meetings about academic support services. In addition, students were given paid work experience assignments, and recreational activities and field trips were scheduled for weekends and some evenings. At the beginning of the fall quarter 1981, Summer Bridge students had the highest retention among four comparison groups, exceeding by 31 percent the rate of a comparable group of minority, low-income students. Similar retention rate differences have been observed for subsequent Summer Bridge Programs conducted in 1979 and 1980. Summer Bridge is not a remedial program, but is designed to address many issues that affect a student's decision to stay at college, to build a network of peer group support, and to make the campus a familiar place before the fall quarter begins. The goal of the program is academic and social integration and transition from high school to college. (SW)