This qualitative narrative inquiry study explored students' perceptions of intervention strategies used in the early alert program at an Arkansas two-year college. The problem addressed in this study was that student perceptions do not inform early alert program designs. By assessing the student's perceptions of intervention strategies, improvements can be made to the effectiveness of the method of intentional support through these intervention strategies. The guiding theoretical framework that served as the basis for this study was Tinto's (1993) theory of student integration. Interviews were conducted with current college students attending a public, two-year college in Arkansas to collect student perceptions regarding early alert intervention strategies used by the college. The seven participants in the study were derived, using stratified purposeful sampling, from a candidate pool list of 30 students that matched the overall demographics of the college's early alert program. Questions were asked regarding the forms of intervention strategies experienced by the student, the impact and effectiveness of those strategies, and the associated perceptions and personal motivations that resulted from involvement in the early alert program. Data analysis consisted of a thematic analysis technique to organize the data into codes and themes. The following five themes were identified during the study: (a) positive perception of student support; (b) intervention strategies provided an avenue to seek help; (c) successful interventions offered an invitation to participate, support, or guidance; (d) personal and family motivation was considered a priority; and (e) text messaging was effective and preferred. The implications of this study show a preference for text messaging, a positive response to targeted outreach from the college, and a value for personal and family motivation. Recommendations for practice include utilizing a broad variety of intervention strategies, incorporating personal and family motivation, and striving to build personal connections within early alert program design. Future research should further explore student perceptions within specific demographic categories, explore the potential impact of personal and family motivation in early alert program design, and examine the relationship between preferred outreach, such as text messaging, and making personal connections. [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.]