This general qualitative study examined how people with Adverse Childhood Experiences (ACEs) were able to navigate adversity and ultimately pursue doctoral programs. The research focused on the academic experiences of doctoral students who had 4 or more ACEs and explored how resiliency helped these participants navigate the educational system. The case study was conducted with 7 participants who all had 7 or more ACEs and went on to be academically successful. Findings highlighted insights into the resilient lives of these individuals. Their historical narratives generated an exploration of the nature of trauma and overcoming adversity. Based on these findings, a discussion incorporates how educators can provide proper emotional and social support systems. Limitations and future directions conclude this study. Visual inspection of a general outcome reading comprehension measure were mixed, seemingly favoring the validated intervention and not close reading. Limitations of the research and implications for use of close reading with students at risk are discussed.