Full-time, degree-seeking students who transferred to the University of Maryland, College Park (UMCP), in fall 1983 and whose fall semester grade point average (GPA) was less than 2.0 (N=244) were invited to participate in a diagnostic and prescriptive program designed to help them figure out why their grades were low and how to prevent such grades in the future. The intervention program included an initial meeting with a counselor during which the student identified major causes of his/her low grades and worked with the counselor to draw up an academic action plan for obtaining assistance. Later, a follow-up meeting was held, during which the student and counselor discussed the actions the student had taken both within and beyond the academic action plan. Of the 244 students who received the invitation, 61 attended both meetings. Of these, 57% reported having pursued at least one of the campus resources for academic assistance listed on their action plan and 49% persisted and were in good academic standing in spring 1984. Study findings suggest that transfer students in academic jeopardy who meet individually with a counselor for diagnostic and prescriptive information, and who sign a mutually arrived at academic action plan, persist and do better academically than students who receive no such treatment. (Author/EJV)