This thesis project explores topics related to college access, outreach, (in)equity, and student success in American higher education reform. Specifically, the study focuses on Colorado College and the work currently ongoing at the College to make the school more accessible to a diverse array of high school graduates given its inherent exclusivity based on the small student body size and historical inaccessibility to individuals who are non-white and non-wealthy. The study is grounded in the College’s public pledge in the 2019 Antiracism Commitment to becoming more accessible, diverse, and antiracist. The study examines how present employees of the College––both on the faculty as well as on the staff––approach their work on-campus which is critical to the future fulfillment of these goals. Through a series of semi-structured interviews, the researcher explored topics related to the exclusivity of higher education, the difference between college access and student success, how success is defined and which students are most likely to be successful, and how the organization and structure of Colorado College’s departments and divisions impedes antiracism, access, outreach, and student success initiatives.