Although there has been an increase in higher education enrollment, at Catholic institutions underrepresented students are graduating at lower rates than White and non-first generation students. The lack of persistence of these underrepresented students leads to an attainment gap wider than that at other private universities. Furthermore, it contributes to the historical, educational attainment gap between marginalized--ethnic and racial minorities, low-income, and first-generation--populations and White students. A plethora of persistence and retention literature exists, but missing from the research are the authentic voices of the students from these populations, especially from Jesuit, Catholic institutions. Therefore, the purpose of this study was to explore the persistence and navigational experiences of college students from underrepresented backgrounds studying at a private, Jesuit, Catholic university. This qualitative study, using focus groups and individual interviews, was guided by four research questions. The study's 16 participants shared their academic and social integration experiences and challenges as they navigated their college environment. The data collected was transcribed and in vivo quotes used to construct codes. The analysis revealed four overarching themes and additional subthemes which demonstrate the participants' exhibit a strong sense of their identities and a grit that assists them in persisting towards the goal of graduating from college. The participants' process of becoming integrated into the University began with the establishment of connections and by becoming active participants on campus. It is their cultural identities and precollege backgrounds that impact how they adjust and cope, both academically and socially, within the college environment. They utilize cultural capital and links with others who share similar values to overcome challenges. The persistence of underrepresented students is aided by supportive relationships and their perceptions and feelings about themselves and their academic ability. Additionally, underrepresented students know where and how to find on-campus support once they acquire a sense of belonging. These findings lead to understanding that the persistence and navigation of underrepresented students are tied to their feelings of belonging and the support systems they form with peers, faculty, and staff at the institution. [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.]