There is a lack of understanding among professional staff performing intervention with academically at-risk students if resource intensive intervention is associated with improved scholastic standing of post-secondary academic probation students. Via a quantitative ex post-facto quasi-experimental study with a two-group pretest-posttest design, researchers examined the association of resource intensive academic probation student intervention with improved scholastic standing of post-secondary probation students receiving intervention (n = 102) compared to students (n = 366) not receiving intervention. This study blended elements of social integration theory, student involvement theory, connectedness theory, student integration theory, student attrition model, and the theory of planned behavior. Multivariate analysis via independent-samples t-tests evaluated the difference between pre- and post-semester GPA means for Academic Probation I and Academic Probation II treatment and control groups. The results from this study showed a statistically significant difference in µ delta scores between Academic Probation I students who received intervention and those who did not receive intervention yet no statistically significant difference in µ delta scores between Academic Probation II students who received intervention and those that did not receive intervention. Additionally, analysis of two-way ANOVA results showed no significant interaction between µ GPA delta and gender, ethnicity, nor year of birth among treatment or control groups. Results of this study expand the limited understanding of academic probation student intervention within the community college education arena with implications on future practice and research. Recommendations for practice include mandatory completion of pre-semester intake meetings led by support staff trained in intrusive advising techniques. Longitudinal study, replication at other 2-year colleges, and capturing participant voices via a qualitative study are recommendations for future research.