This action research study explored implementing a remote summer bridge program that was offered in a synchronous format to comply with the restrictions imposed by the COVID-19 pandemic. The purpose of the action research study was to address the problem of a high attrition rate of Educational Opportunity Program students through the implementation of a remote synchronous pre-freshman summer bridge program to improve retention and academic success. The intervention was designed to improve the academic and social well-being of the Educational Opportunity Program (EOP) students who participated. Students enrolled in a 1-credit Freshman Experience course participated in English and mathematics seminars along with Student Success workshops. Qualitative data in the form of interviews were collected for this action research study to answer the research question of how a remote synchronous pre-freshman summer program will bring about change at the capstone site. This action research study was conducted at a college in the northeastern United States. The participants in the study consisted of six students above the age of 18. During their first semester, these participants were interviewed after completing the remote summer bridge program to understand how their participation impacted their first-semester experience. It was determined that the remote summer bridge program assisted students in transitioning from high school and prepared them for their academic career. The theoretical framework of Laura Rendon's (1994) theory of student validation guided the action research study as theory outlines the college experience for low-income and first-generation students (Rendon, 1994). [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.]