The purpose of this study was to examine the perceptions and lived experiences of some low-income and first-generation students of color who participated in and graduated from the UB program. This qualitative study utilized the narrative inquiry research method to understand the lived experiences of seven former Upward Bound students. Program participants were engaged with Upward Bound for at least two years and attended one summer program. Additionally, they completed at least one semester of college. A semi-structured open-ended interview approach was used to obtain data and interview questions focused on the participants' involvement in the Upward Bound program, their transition from high school to a postsecondary institution, and the impact of academic and non-academic factors on their college experience and after college plans. The data were analyzed using open, axial, and selective coding. The findings of this study showed that participating in Upward Bound influenced the students' decisions to attend college and has made a difference in their personal and professional lives. Four themes emerged from the research study: (1) Navigating the High School to College Transition (2) Increasing Educational Aspirations and Attainment, (3) Building Meaningful Connections with Others, and (4) Giving Back by Serving as a Mentor. These themes indicated the perceptions that Upward Bound was instrumental in preparing students academically and socially for access and entry into postsecondary institutions of higher education. [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.]