Florida's 2009 Excess Credit legislation created a tuition penalty structure for undergraduate college students who attempted credit hours above a determined threshold to incentivize efficient graduation. Due to the structure of the law, there are advantages for students who complete collegiate credit via acceleration during high school. As such, the impact of the legislation is potentially disparate across different student groups. Viewed through a framework of bounded rationality (Simon, 1972) and an understanding that student decision-making occurs within their situated circumstances (DesJardins & Toutkoushian, 2005; St. John, 2003), this paper seeks to attribute changes in student behavior and educational outcomes to the presence of the Excess Credit policy. Using an interrupted time series design and a comparative interrupted time series design, this paper analyzes student-level data from a large, research university in the state of Florida to investigate student outcomes in the years following the enactment of the legislation. Based on a pre- and post-legislation analysis, the study finds that the four-year graduation rate increased in the time period following the policy enactment. Further, the study finds that student credit-seeking behavior at-large did not change in the period following the policy enactment. Notably, the study finds that while there are mixed results for various demographic groups in student success outcomes in the years following the policy, the likelihood for non-White and Pell-eligible students to receive the penalty is significantly higher than their peers. [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.]