This basic qualitative research study explored the perceptions and experiences of low-income students of color regarding the value of higher education. Situated in critical race theory (CRT), this study intended to disrupt the deficit-based narratives surrounding the academic achievement and educational decisions of low-incomes students of color. The sample consisted of eleven low-income students of color between the ages of 18 and 21. All participants came from a large metropolitan area of the Midwest. Through in-depth interviews, this study revealed the personal, familial, and societal factors impacting students' perceptions and experiences in higher education. Overall, this study contributed to a nuanced understanding of the challenges encountered by low-income students of color in the pursuit of higher education. By illuminating the voices and experiences of students from disadvantaged backgrounds, this study underscored the importance of implementing a more inclusive and equitable approach to higher education. The findings of this research call for systemic reforms targeting increased accessibility and commitment to equity to foster an educational environment where all students are able to thrive despite their socioeconomic status. [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.]