Post-secondary education is essential to the development of our nation (Miller, 2006; The White House, n.d.). Prior to the COVID-19 pandemic, the United States already faced a college attainment gap (Miller, 2006; Jenkins, 2011; Welton & Martinez, 2013). The fallout from the pandemic has caused additional issues related to higher education access for many students, and marginalized student populations seem to be most at risk (Dorn, Hancock, & Sarakatsannis, 2021; Hoover, 2020;). This study examined outcomes of enrollment practices that may contribute to narrowing the college attainment gap for marginalized student populations by reducing melt. This study leveraged the concepts of familial and navigational capital, two types of capital from Yosso's Community Cultural Wealth (CCW) model, and institutional receptivity to evaluate UC Merced's one stop service model for fostering new student enrollment. In particular, the study examined the relationship between a one stop service model and improving enrollment outcomes for new students who identify as Black, Latinx, low-income, and first-generation. The study employed a quantitative analysis to evaluate new student enrollment and one stop student interaction. Data from the university's Customer Relationship Management (CRM) tool (Salesforce) and the Student Information system (Banner) were combined to create a data set. Salesforce data identifies student interactions with the one stop and other enrollment management departments. Leveraging both points of data created a unique data set that clearly identified students who interacted with the one stop and were enrolled at fall census for the term of their admissions. A chi-square test of independence was applied to evaluate the relationship between the variables. Additional post-hoc tests were used during analysis. Enrollment Management Annual Reports documenting interventions and actions during the time period of focus in this study were analyzed for contextual information during interpretation of findings. Findings from this study suggest the one stop model at UC Merced is making a positive impact on new student enrollment for historically marginalized populations. Results indicate equitable melt rates for all student populations and evidence of an environment in which historically marginalized students may melt at a lower rate than other students. An implication of these findings is that by adopting the one stop service model institutions value and prioritize the student experience. Furthermore, the study contributes to our understanding of the centralized support model as one method for adopting a strengths-based approach to service that is transformational and responsive to the needs of the entire community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]