The most significant contribution this sourcebook makes to the existing literature is its focus on an underserved segment of the minority student population, those who have been regularly admitted. Although historically the vast majority of research concerning minority students focuses on the academically underprepared, more recently there has been a call for research that examines the full range of the community of minority students (Allen, 1992), including those with high ability. The disproportionate focus on underachievement in the literature helps create a distorted image of the community of minority students, and, perhaps unitentionally, tends to lower expectations for minority student achievement. Johnson and Ottens should be commended for their effort to expand the discussion of minority student retention. Their introductory comments capture well the importance of this topic.