Abstract
Postsecondary institutions often create support programs to encourage the academic success of underserved students. Comprehensive college transition programs have been posited as one approach that provides wraparound support for the first 2 years students attend college. In this article, we use validation theory to explore how a Comprehensive college transition programs can create academically validating experiences for underserved students, many of whom are first-generation and racially minoritized. Our study confirms that how program elements are implemented is more important that what elements are included within a support program. The overarching finding that emerged is that programs can be designed to provide reassurance along with allowing second chances, which creates the space for vulnerability and risk taking to occur. This process creates the context for academically validation experiences for underserved students.