The question of how agricultural education students and faculty define and hope to foster student success was studied at a large southeastern land-grant university with a college of agriculture that included 1,497 students and 193 faculty. The study questions were explored in 2 focus groups containing a total of 7 faculty members and 8 focus groups containing a total of 26 students. Faculty members defined student success in primarily academic terms: maintaining academic success, securing a position in a chosen career field, graduating, and applying lessons learned during the college experience to other life situations. Students tended to define student success less in academic terms and more in terms of general life satisfaction. They viewed happiness and satisfaction as the true measures of success, with academic achievement holding a less central role in defining a successful college career. Barriers to student success identified by faculty were lack of motivation and poor time management skills. Students identified the following barriers: poor quality instruction, poor communication, large classes, and time management and study habits. Faculty solutions focused on students' internal characteristics and willingness to prepare for and participate in classroom discussions, whereas students saw both internal and external solutions. (MN)