Too many students drop out of higher education in their first year. OECD Countries, including Ireland, recognise student non-progression as problematic. Decades of research have established that student attrition is multifactorial. Mitigation requires a multifaceted approach. There is little evidence to contradict Tinto’s assertion that substantial gains in student retention have been hard to come by. This study describes a faculty retention project undertaken in response to high non-progression rates. The retention project evolved into a Student Success Model. It encompassed three foundation blocks, six pillars, and twenty-seven actions or interventions. This dissertation evaluated model efficacy to ascertain if a substantial gain in student retention resulted from the Student Success Model. Philosophically underpinned by pragmatism, this study followed an explanatory sequential approach. Quantitative statistics regarding non-progression, performance, withdrawal, and autumn examination success were gathered. Focus groups with model architects and participants helped explain the quantitative results. Findings showed that there was a substantial gain in retention in the Department of Business & Management. Over the selected timeframe, the departmental non-progression rate fell from 36% to 12% because of model efficacy. Non-progression rates for individual departmental programmes also reduced. Students’ performance improved, as did the success rates in the autumn repeat examinations. Improvements in rates of early withdrawals were not maintained. Model efficacy emanated from the totality of measures. Certain model actions were crucial to its success. Further research is required to establish model transferability to other institutions and disciplines. Future retention projects should to be driven in faculties and departments, as opposed to the institutional level. Such projects require accurate and timely data. Success requires a team-based approach led by faculty managers. Designing a first-year curriculum to support transition and progression is especially critical. Improving student performance in autumn repeat examinations should be prioritised.