The migrant student population in the United States has significantly increased in the last few decades. While these students are enrolled in K-12 institutions, the challenges they face as migrant children and the educational systemic barriers they encounter continue to present obstacles for their college completion. Educational agencies must seek to understand the resources that assist these students in attending and graduating from college. This narrative qualitative study explored the capital that students cultivate at home and in college to aid their college persistence. Using Community Cultural Wealth as the theoretical framework, the researcher explored the educational experiences of eight college graduates who participated in the College Assistance Migrant Program during college. Three major themes surfaced after a focus group interview and five individual episodic narrative interviews were conducted: experiencing life through a Brown Bubble; CAMP as a tool for leveraging homegrown and cultivating college-grown community cultural wealth; and leveraging cultural wealth to cultivate educational persistence after college. Implications of these findings for practice are discussed. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]