A case study approach was used to examine reasons for success and failure among high-risk students at a community college. The impact of academic and social integration was assessed in terms of success, as defined both by the students and by institutional standards. Two surveys of 563 first-time enrolled students in 1984 and a later follow-up of 173 of these students in 1987 indicated that an intervention program for high-risk students appeared to be effective, but more than half of the 1987 respondents still indicated they had not achieved their personal and academic goals. Twenty students, selected to represent a stratified sample of success, were interviewed. Students who were defined as successful by both college standards and self-report tended to report good relationships with other students, faculty, and counselors. In contrast, students lacking either college-defined or self-reported success reported few friendships positive for growth and lack of a strong relationship with at least one faculty member. It was concluded that success or failure was, in large part, based on: (1) the interactions between faculty and students; (2) the perceptions, attitudes, and values of the students regarding their experiences at the college; and (3) student goals and "intentions" for attending college. (DB)