The Bachelor of Social Work (BSW) program selected for this study prepares students for generalist practice. Most students advance from coursework to field placement successfully while adopting social work values, developing skills, and establishing professional identity. However, some students conduct themselves in a manner inconsistent with social work principles. These behaviors result in poor performance evaluations or termination from field placement. This study examined how admissions and matriculation policies could be improved to ensure students who demonstrated an aptitude for social work and were prepared for practice advanced to the profession. The study's purpose was to develop recommendations to help faculty better screen students and work with those who exhibited behaviors that were incongruent with social work values. Formal admission is a standard component of accredited BSW programs. There is a lack of evidence of effective program admission processes in the current literature. An action research study framed by the first two phases of appreciative inquiry, discovery and dream, and constructivist theory was conducted within the BSW program at a private, historically black college and university (HBCU) in the southern part of the United States of America. The study participants were affiliated with the BSW program. Participants were purposefully selected and included students in their senior year who had completed field education, recent graduates, field faculty, and field instructors. Students in their senior year and recent graduates (N = 11) and field faculty (N = 3) participated in structured interviews with open-ended questions. Field instructors participated in a focus group (N = 3). An inductive analysis was conducted without bias to identify meaningful themes and relationships in the data (Creswell, 2014). The results suggest using comprehensive assessment methods in program admissions, prompt intervention with students, and self-reflection to develop students' professional identity. Results indicate a developmental approach to assessing students' professional suitability and preparing them for social work practice. The findings can inform the faculty's development and revision of BSW admission and matriculation policies. [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.]