This narrative inquiry explored how low-income first-generation college students who have participated in Upward Bound (UB) experienced their educational identity development (EID). Specifically, this thesis project uncovered how they described the role of UB in shaping their self-perceptions around educational achievement. The population studied was comprised of five former UB students who matriculated into post-secondary higher education after completion of high school. The researcher conducted face-to-face semi-structured interviews and data was captured using field notes and a digital voice recorder. Qualitative research design was applied, since it is suited for small groups and individuals. The research design utilized social identity theory (SIT) to explore and understand the multiple factors surrounding the individuals' EID. SIT guided this study using three positive distinctiveness strategies: individual mobility, social creativity, and social competition. Social reproduction theory (SRT) aided in centering the transmission of knowledge or capital. The term capital, as it relates to SRT, is a term that is fixed within the suite of resources, tangible and obscure, culture, social, and linguistic. Social, academic, and cultural components of UB aided the success of these students of color. Their stories provided great insight into how meaningful educational programs such as UB provided them with opportunities to participate in activities and grow as emerging adults. All participants noted the program allowed them to be independent as well as provided them with the confidence to excel as they graduated from high school. [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.]