The US system of higher education is arguably the most accessible in the world. Any student, no matter their academic preparation, test scores, or ability to pay, can find a college to attend and can potentially progress to the pinnacle of their professions. Unfortunately, the US system may also be the least efficient in terms of students earning their degrees. As many as half of undergraduate students enrolled in postsecondary institutions in the US will not earn their degree within either three (Associate's) or six (Bachelors') years. Public policy over the past decade has been shifting its focus from college access (getting students into college) to student success (earning postsecondary credentials) and a good deal has been written about student success in that time. We will begin by discussing Improvement Science as a framework for thinking about the roles institutions play in shaping student success in college. Next we turn to the foundational works of Tinto on student departure and Braxton's critique of Tinto's model. The fourth book shifts our attention from departure and retention to student success, with a consideration of high impact practices. We conclude with a book that examines the institutional case of Georgia State University, who dramatically increased their student success rates, particularly among students of color.