The paired course instructional model can help high risk students succeed by enabling them to become aware of themselves as independent learners and to enhance transfer of learning from a reading course to a general education course. In order to examine the effectiveness of this model, and focus on a reading center's participation in the paired course instructional model, a study analyzed the data from reading rate improvement and reading/study skills courses offered by the Reading Center at St. Cloud University, St. Cloud, Minnesota. High risk students, those that did not meet the regular admissions requirements of the University, answered questionnaires on their perception of the University's Division of General Studies program (a program which provided special advising and academic assistance through the paired course instructional model). The students' grade point averages were also examined. Results revealed that the paired course instructional model has a positive effect on the academic achievement of many high risk freshmen students, but that students who continue to struggle academically need to be carefully monitored, with appropriate intervention measures provided continuously. (MS)