Second-generation Dominicans have been able to make remarkable gains in college completion rates over the last twenty years, and have higher rates of obtaining a bachelor's degree than native-born Blacks and Puerto Ricans who live within their same under-resourced communities (Hernandez and Stevens-Acevedo, 2004). Also, Dominicans are known to live transnational lives by keeping in touch with family and friends in the Dominican Republic (the DR), sending remittances, and being involved in Dominican politics (Levitt, 2001; Levitt and Waters, 2002; Waldinger, 2007). The transnational connections Dominicans maintain have influenced the educational trajectories of second-generation Dominicans living in the United States (Lopez, 2004). The purpose of this qualitative study is to use a transnational lens to understand the lived experiences of second-generation Dominicans in four-year U.S. colleges. The research questions guiding this study are the following: What, if any, impact does transnationalism have on how second-generation Dominicans socialize and perform academically within higher education? Specifically, what impact does transnationalism have on the kinds of activities and types of relationships second-generation Dominicans gravitate towards while in college? Drawing on in-depth interviews with second-generation Dominicans in four-year U.S. colleges, I will tell the stories of twenty participants who persevered and successfully navigated their way up the education ladder. [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.]