This dissertation explores how college students define success in their educational journeys and what experiences shape these definitions. While existing literature often presents institutional or educator-driven definitions of success, this study aims to capture student perspectives directly, using narrative inquiry to highlight the voices of three graduates. By utilizing semi-structured interviews and reflective journaling, this narrative research reveals key themes such as resilience, recognition, experiential learning, and personal growth. The findings emphasize that success is a deeply personal and individualized experience influenced by students' unique challenges and opportunities both inside and outside the classroom. This study offers insights that can help higher education institutions develop more empowering and student-centered strategies and initiatives, better aligning institutional definitions of success with the diverse aspirations of their student bodies. By listening to students' voices, educators can foster environments that promote a broader vision of success, empowering more learners to achieve their goals. [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.]