In the face of turbulent times, higher education should seize every opportunity to celebrate strengths and embrace diversity, yet few studies highlight academic resilience in students of color. This qualitative study identified the asset-based supports that eight recently graduated, high-achieving, single mothers of color who identified as Black, Latina, or Mixed- Race reported regarding their academic resilience. Using narrative inquiry and resilience theory as a framework, this study identified the presence of trauma, marginalization, and eight positive adaptation themes that enabled this group's academic resilience. This study underscored the importance of strength-based, population-specific support and accessible mental health and wellness programming for single mothers of color in higher education. This study has implications for academic resilience as it highlights that such resilience is not solely the individual student's responsibility, but a collective social responsibility that needs to be shared by educational systems. The women in this study share common ground and a collective identity that could be harnessed to help enable academic resilience in others. Higher education must listen to students of color, value their stories, and fully embrace supporting them to claim equity, be relevant, and evolve. [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.]