Social workers in academia must advocate for Appalachian college students who are less likely to obtain a bachelor degree than other students, resulting in the loss of individual and regional potential. This study used an action research, case study design to explore the perceptions of Appalachian college students on this issue; specifically: (a) How do Appalachian college students perceive the challenging and contributing factors associated with completing their educational goals? (b) How do Appalachian college students' perceptions of the identified challenging and contributing factors affect this populations' achievement of a bachelor degree or higher? (c) How can this information be utilized to help develop programs and policies to better assist these students in attaining higher education? College students from Appalachian counties (N = 32) of a Midwestern state shared their attitudes related to the attainment of their educational goals. The researcher's observations were also considered and additionally used to bracket biases. The data were further analyzed using a semi-structured group interview process (N = 3) where additional perceptions of three female students added to the validity of the findings and to ensure saturation and alignment with the research study questions. Findings: There were two significant (p = 0.01) correlations. Those who agreed with their family views on life most likely also valued their family's opinion on education (r = 0.756). Those with family support of their educational goals also had family that valued education (r = 0.817). Participants ranked top five contributing factors for attainment of academic goals to include internal, family, educational systems, finances, and external factors. Specific to achieving a bachelor's degree or higher participants reported an environment that promotes self-efficacy most important. The top five ranked challenges were external, educational system, internal, family, and other factors (which included misinformation through stories). Challenges specific to achieving a bachelor degree or higher, centered on the educational system, and external barriers and distractions. Participants recommended that educational systems become more engaging and foster a deeper sense of familiarity and belonging. Key academic leaders shared their current efforts associated with this issue, which included a student-centered task force designed to enact culturally sensitive interventions to empower and support these students in accomplishing their academic goals, thereby reducing the gap on bachelor level and above degree obtainment related to this population. [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.]