Low-income students at selective institutions report feeling a sense of isolation, alienation, and marginalization. However, it is essential that the voices of low-income students that have successfully navigated the college experience be part of the conversation. Rather than approach the study from a deficit perspective, this Interpretative Phenomenological Analysis explored what individual characteristics or institutional strategies lead to the successful social and academic integration of low-income students at selective universities. From a strengths based resiliency theoretical framework, this study examined the positive personal and environmental protective factors that help students to succeed despite difficult financial circumstances. Data was collected through interviews with eight low-income college seniors who shared stories about their undergraduate experience. Results indicate that low-income students succeed by discovering their passion in academics, involvement, and leadership development as well as through a multilayered support system that includes faculty and staff mentors, family, and friends. Through a combination of personal motivation, institutional interventions, and supportive individuals, students were able to succeed academically and socially in college despite their low-income backgrounds. This research demonstrates the need for selective institutions to provide a strong support system through academic and co-curricular engagement opportunities targeting low-income students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]