Low retention and graduation rates among African American college students remain a national concern (Pike & Robbins, 2020). Many dropped out within their first year of enrollment (Gordon et al., 2021). Researchers attributed high attrition to low graduation and retention rates (Oates, 2019). Tinto and Cullen's (1973) Model of Departure and Tinto's (1975) and (1993) Theories of Student Departure and Persistence provided the framework for the study (Nicoletti, 2019). The study investigated how African American HBCU graduates thrived despite being first-generation college students and poor socioeconomic circumstances. Purposive sampling provided an appropriate sample. The sample consisted of 10 adults who identified as African American HBCU graduates from first-generation and low socioeconomic backgrounds from 2014 to 2024 from a single institution. Data collection included individual one-on-one, semi-structured interviews and a focus group for a theme analysis (Byrne, 2021; Lochmiller, 2021; Williams & Moser, 2019). The data was analyzed using Braun and Clarke's theme analysis. Thematic analysis shows five themes of college success: pre-college support, college preparedness, adjustment, goal commitment, and financial aid. The findings highlighted the pre-college and college perceptions that influenced the decision to pursue higher education and persist through graduation. The participants who engaged with the school made lasting bonds with faculty and peers and maximized academic and social integration regardless of race or condition persisted when so many others discontinued education. The participants who maintained their dedication to finish college successfully navigated and graduated. [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.]