This study explored the Central Academy Summer Bridge Program and provides information for future researchers seeking different perspectives on how an academic support unit can impact underrepresented students' academic progression and university retention anchored by a theoretical framework incorporating transition, self-efficacy, motivation and retention. The study utilized a qualitative phenomenological approach and analyzed the students' lived experiences through open, axial and selective coding upon conducting individual semi-structured interviews with ten volunteers. Findings determined that students favorably acknowledge the impact of The Central Academic Summer Bridge Program on their Mason State University retention. The themes derived from the research include the following: underrepresented students, transition, self-efficacy, motivational-introduced-based approaches, and retention. [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.]