A primary focus within the field of higher education in prison is to ensure that federal, state, and institution-level polices helping to develop and sustain programs remain durable. Current justifications for policies in support of programs often rely on a predominantly recidivist lens, advocating for programs on the grounds of their likelihood to lower rates of reincarceration and save taxpayers money. However, many advocates argue that such an instrumental approach does not fully capture--and, in fact, might obscure--more foundational civic principles in support of access to higher education in prison. The present article seeks to address the question of how best to justify and defend programs by investigating the perspectives of students themselves, exploring how they articulate the value of their own experiences within a higher education in prison program. Employing interpretative phenomenological analysis (IPA), the study explores the experiences of 21 formerly incarcerated students who participated in the Boston University Prison Education Program (BUPEP), one of the longest running higher education in prison programs in the country. Participants noted that the program offered a much-needed space to participate in a community of mutual respect and mentorship, develop skills and explore personal interests, and regularly engage in noncoercive, nonprescriptive practices of self-reflection and inquiry. The program provided a space unique within prison contexts, helping to break cycles of both literal and figurative imprisonment. Such findings have important implications for both policy and curricula development within higher education in prison.