Educational equity programs have been created to provide opportunities and resources for upward social mobility to low-SES individuals and students, students of color, historically marginalized students, and first-generation college students. This research study focused on educational equity programs recognized as the federally funded TRIO Programs. Specifically, the research is centered on the TRIO/Upward Bound Math & Science (TRIO/UBMS) Program created in 1990 with the goal to increase access into and retention of low-income/first-generation college students in STEM fields. The researcher used five research questions to frame a semi-structured interview and utilized a narrative inquiry approach to explore the strategies, practices, services, and resources facilitated by the TRIO/UBMS. The semi-structured interviews provided an opportunity to discuss with program alumni and their parents how program services provided opportunities and privileges otherwise not available to low-SES students, students of color, historically marginalized students, and first-generation college students to consider, pursue, and complete post-secondary education. In the United States, the working-class continues to grow and with it comes the increase in the school-age population. However, the growth in the working-class population is not reflected in the rate of students from working-class families enrolling in or completing undergraduate degrees (Boliver, 2011; Field & Morgan-Klein, 2016). As research continues to show that a family's socioeconomic status is still one of the best predictors of overall success (Field & Morgan-Klein, 2016). Research continues to demonstrate that a family's socioeconomic standing not only predicts economic prosperity and social status, but it also is the best predictor of who experiences the highest levels of academic success. Consequently, students from low-SES families, students of color, historically marginalized students, and first-generation college students are likely to experience difficulties accessing and succeeding in post-secondary education. Therefore, it was imperative to use Yosso's (2005) Community Cultural Wealth (CCW) theoretical framework to study how low-SES students, students of color, historically marginalized students, and first-generation college students utilized their acquired skills and knowledge to navigate the educational landscape and improve their odds of succeeding in various aspects of their life. A narrative inquiry approach and CCW theoretical framework provided a vehicle to study the motivating factors in the pursue of a post-secondary education amongst different social classes, and the impact educational equity programs have on this population of students. [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.]