This dissertation builds upon previous coaching research by providing an examination of a university success-coaching program that utilizes the Appreciative Advising Model framework. This dissertation examines what differences exist in the academic self-efficacy and academic motivation of students participating in success coaching. This dissertation also examines what effect the Appreciative Advising Model has on academic achievement and retention of students participating in success coaching versus students who did not participate in success coaching. This study utilizes a mixed method research design within a historically black university setting. This study contributes empirical results to emerging literature on success-coaching using the Appreciative Advising Model. [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.]