This report provides a qualitative account of the implementation of two college access support models in Baltimore City Schools. The initiative, launched in 2016-17, was developed by the College Bound Foundation and featured a 'roving' college access professional (CAP) that served students in three different high schools, as well as another CAP that served students in a single entrance criteria high school. The study sought to describe the work of the two CAPs in detail, and to highlight the factors that helped them succeed. Prior research demonstrates that because admission to college requires the completion of many complex tasks with multiple deadlines, students with parents or other close adults who are familiar with the process, and who can help them at home, are already at an advantage. However, low-income or first-generation students benefit greatly from the guidance of knowledgeable adults in school. The initiative described in this report was developed to provide just this sort of guidance to students in City Schools. The findings suggest that the CAPs' services were well-targeted and helped students complete the tasks necessary to successfully access college. The specific types of guidance CAPs offered, as well as how the guidance was provided, are described in detail. The findings also highlight ways that schools can usefully leverage such supports and organize schooling in a manner conducive to creating a college-going culture.