Asian American college student success has traditionally been framed from a perspective of successful academic performance and degree completion that perpetuates the model minority stereotype and overlooks the actual challenges they may experience in college. Many bicultural Asian American students manage the individual and family acculturation and enculturation processes along with the racial discrimination that amplifies existing difficulties experienced on college campuses. Therefore, this study aimed to broaden the understanding of Asian American student success from a holistic perspective by identifying the significant contributors of college experiences to the variation in thriving, while ascertaining the role of acculturation and enculturation toward their thriving. Responses from 370 Asian American college students in public and private institutions across the United States who completed the Thriving Quotient (TQ; Schreiner, 2016) instrument and the Asian American Multidimensional Acculturation Scale (AAMAS; Chung et al., 2004) were analyzed via structural equation modeling. The TQ is a valid and reliable 24-item instrument that measures the academic, interpersonal, and psychological engagement and well-being of students; the AAMAS is also a valid and reliable instrument that measures respondents' acculturation and enculturation levels. The final structural model in this study explained 75% of the variance in thriving among Asian American students. This model indicated enculturation levels had a significant direct effect on thriving, while the effects of acculturation on thriving were entirely indirect. The largest contributor to thriving in this sample was students' psychological sense of community on campus, followed by faculty sensitivity to diverse perspectives and learners and perceptions of institutional integrity. The primary implications that emerged from these findings were to enhance Asian American student thriving by honoring Asian student cultural and ethnic heritage and identities, reframing the role of faculty, and collaborating with students' campus and familial and cultural communities. [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.]