This dissertation, titled "Families, Culture, Community: Expanding Understanding of What Catalyzes Student Success in a Pre-College Upward Bound Program," investigates the critical factors influencing student success in the Upward Bound program through a funds of knowledge framework (Moll et al., 1992; Rios-Aguilar & Kiyama, 2012). The study addresses three central research questions: (1) What conceptions of students and models of interventions are embedded in the national Upward Bound program requirements? (2) In what way, if at all, do students see and experience funds of knowledge within the Upward Bound program, and are they connected to linguistic, social, and cultural capital? (3) What are the students' purposes in participating in Upward Bound, and do they change over time? The main objectives of this research are to explore the experiences and narratives of Upward Bound students and their families, with the ultimate goal of enhancing high school success and college access for lower-income, first-generation college-bound students. This study also aims to broaden academic literature and contribute to the sharing of practices among pre-college programs and institutions. To achieve these objectives, a mixed-methods approach was employed, including academic data collection from schools and districts, annual student surveys, semi-structured yearly interviews, participant observation, and analysis of student-produced work and feedback. Key findings reveal that a continuum of funds of knowledge influences students' success, with students prioritizing advocacy and viewing Upward Bound as a Latino family. The study demonstrates that empowering students by tapping into their funds of knowledge can drive change beyond traditional metrics set by the Department of Education. While Upward Bound may seem unsuccessful when evaluated on a large scale, this perception is due to a misalignment between the Department of Education's definition of success and the program's impact on students' postsecondary aspirations. In conclusion, this research underscores the need for a more nuanced understanding of student success in pre-college programs. It advocates for culturally responsive educational practices that encompass broader socio-cultural factors, thereby enhancing our understanding of what catalyzes student success. [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.]