This grounded theory study was designed to generate theory to understand how student academic support is communicated between students during the freshmen transition. No literature exists on the process of how students informally communicate support for academics during the college transition. The diary-interview method was utilized with college freshmen and analyzed using a constant comparative method. A theoretical model was developed describing causal, contextual, and intervening conditions influencing academic support strategies. The results of student support and implications of the developed model are addressed. Portions of an earlier draft were presented at the 2004 National Communication Association annual meeting, Chicago, IL. (Contains 1 figure.)