A college-going high school program called Rise Up has enjoyed years of success with its program participants but has yet to demonstrate why the program alumni have entered college at such high rates (91.6% of alumni enter college upon high school graduation). Through interviews and focus groups with 46 college-going alumni, this research examined the factors that influenced its students to apply and enroll in college upon completion of high school. Viewing data through a social capital theory lens, the results consisted of four related themes showing how students gained confidence, applied to college, and eventually entered a postsecondary institution. The themes include: (a) thoughts about college before entering the program; (b) elements that helped students learn about, feel comfortable applying, and lead to college enrollment; (c) how feelings of trust and social capital networks came into play when learning about and applying to college; and (d) college-going values and standards students learned through enrollment in the program. These findings indicate the students in this sample relied heavily on program staff, peers, feelings of trust, and the creation of supportive networks when planning for postsecondary education and when creating a college-going and application mindset. Data from this study can inform the support efforts of high school and postsecondary faculty and administrators. Recommendations are offered including: the incorporation of supportive networks for program participants; the importance of conducting an element of the program on a college campus; and the need for more college going partnerships between K-12 and postsecondary institutions. [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.]