Arguing that the first-year-experience and students-in-transition field is a mature industry, the authors assert that researchers and practitioners must re-examine currently held assumptions about student success. In particular, they propose that researchers should revisit the leading models used to study college impact in light of the changing demographics of today's college students and their relationship to higher education. Moreover, they suggest the almost singular focus on retention and graduation rates as a measure of student success is inadequate, calling for a revised definition grounded in student learning outcomes. In conclusion, they describe new directions for research needed to inform practice in the evolving higher education context.