Academic Intervention Service (AIS) programs across New York state play a key role in the academic progress of students who have not met grade level standards in any number of core subjects. School districts have the freedom to develop and implement programs in order to meet the needs of their students. The author investigated goals and practices of AIS programs in urban, suburban and rural schools to determine their effectiveness in preparing students for long term academic success. Data was obtained through electronic teacher surveys distributed to teachers currently teaching in grades seven through twelve within Western New York. Teachers participating in the survey answered questions related to and commented on a range of topics related to their school's AIS program and its effectiveness in helping students overcome their barriers to learning.