This qualitative study examines an intervention program assisting students in passing the Texas Success Initiative (TSI) at ELITE High School in Houston, Texas. The Texas Education Agency has provided a blueprint for the target populations of the early college high school and the TSI is the gatekeeper for students' success in post-secondary education. Underrepresented students are often not able to take full advantage of the early college high school experience of taking dual credit courses because they are unable to pass all sections of the TSI. The researcher specifically focuses on the components of an intentional school-wide intervention plan, implemented for targeted students that fail math, reading and/or writing sections of the TSI. These interventions are designed to help unsuccessful students pass the TSI so that they have the opportunity for dual credit enrollment while in high school. A purposeful sample of ELITE High School teachers, who deliver the interventions to students was used. Data collection was done with semi-structured, open-ended interviews, as well as TSI data from 2018 until the present. The data was analyzed, revealing teacher perceptions on the impact of specific interventions and TSI data compared to assess growth in the scores. The results of this qualitative study will serve students, staff, campuses, and districts in working to implement appropriate and relevant interventions to improve student success on the TSI and in turn move them into the post-secondary realm of education. [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/en-US/products/dissertations/individuals.shtml.]