Abstract: This talk summarizes investigations of the flow of undergraduate students through calculus sequences, employing Dörk and colleagues’ [5] principles of data visualization to redefine the metrics of academic success. Traditional measures, such as DFW rates, often overlook the nuanced pathways students navigate through mathematics courses crucial for their majors. By analyzing data from students enrolled in both three-semester and four-semester calculus sequences from Fall 2020 to Fall 2024, we explore how different visualizations, particularly Sankey diagrams, highlight the complexities of student progression and retention in STEM fields. We challenge the use of a single notion of success, such as attrition rates or even the prevailing notion that success in calculus is solely linked to persistence in STEM majors, arguing for a broader perspective that recognizes the achievements of students who may transition to different fields. Our study adheres to Dörk et al.'s four principles—disclosure, plurality, contingency, and empowerment—to ensure that our visualizations accurately reflect the data while considering diverse interpretations of success. By doing so, we aim to provide insights that can inform curricular decisions and support more inclusive definitions of academic achievement in mathematics.