A study was conducted at Westchester Community College in Valhalla, New York, to examine the impact of an integrated admissions and counseling program on student satisfaction, retention, and academic performance. Students participating in the program underwent a series of meetings with a counselor, including preadmission sessions, program planning, and post registration sessions. To develop an understanding of students' goals, aspirations, and academic potential, counselors reviewed students' applied curricula, transcripts, test scores, and recommendations. Drawing from Vincent Tinto's model of attrition, which attributes drop-out behavior to a longitudinal process of interactions between the student and members of academic and social systems of the institution, counselors encouraged students to introduce themselves to their faculty members, and to participate in both curricular and extracurricular activities. Participating students were then compared with a control group of newly enrolled students who did not participate in the program. Study results included the following: (1) at the close of the two semesters under study, survey questionnaires revealed no differences between the two groups with respect to satisfaction with faculty and the institution; (2) while first semester retention rates were not significantly different for the two groups, the counseled group showed significantly higher third-semester retention (88%) than the control group (68%); and (3) although the counseled group earned slightly higher grade point averages than the control group, these differences were not statistically significant. Data tables, a review of the literature, and a 30-item bibliography are included. (PAA)