This article looks at the effects of culture on the success of disadvantaged students in higher education, and in turn, the success or effectiveness of college bridge programs. McBay (1995) contends that there is no program that completely addresses the needs of disadvantaged students, but there are lessons to be learned. With this in mind, one student's experience in the Golden Scholars bridge program at Florida International University will be analyzed. The lens by which the student's experience will be examined is informed by Tierney's cultural-studies framework--cultural integrity. According to Elam, et al. (2007), universities, faculty, and administrations, needs to "continually rethink strategies to recruit students from disadvantaged backgrounds". The results of this analysis can provide cultural insight for bridge program administrators, staff, government, and education forces alike.