Nationwide, achievement data show an ongoing discrepancy between students based on race and ethnicity, with students of poverty at greatest risk. Research shows risk factors extend to students from low and high socioeconomic status but can be mitigated by protective factors. Review of literature supports studies that are asset-based and include participant voice. The current case study examined the lived experiences of eleven high achieving, African American high school graduates from various socioeconomic backgrounds through the lens of resilience theory and human motivation theory. Interview questions focused on internal and external protective factors. Data from semi-structured interviews were analyzed using narrative and thematic analysis. Findings provide support for research on protective factors from the voice of the graduates themselves. In addition, findings identify the presence of black teachers, and race representation and socioeconomic background as potential mechanisms for motivating students to capitalize on protective factors including (a) locus of control, (b) parent support, (c) teacher relationships, (d) peer relationships, (e) community and church support. Study findings contribute to literature and practice of educators and education leaders seeking to support for African American student success from an asset-based perspective. [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.]