The purpose of this study was to determine if a culturally relevant and responsive intervention (i.e., the Hip Hop Learning Community) could develop a foster youth's cultural wealth (Yosso, 2005). The Hip Hop Learning Community intervention was developed using a Hip Hop Empowerment Model, combining Yosso's (2005) Community Cultural Wealth Model and Hip Hop Pedagogy (Petchauer, 2009, Sodermana & Sernhedeb, 2016, Sule, 2016). Drawing on interview data, document analysis and observations of the Hip Hop Learning participants, this study found that foster youth experience anxiety and a sense of confusion when they first apply to college, and as they prepare for their transition after graduating from college. Foster youth reported a lack of familial support while navigating higher education and relied on peers or individual staff members from student support services for assistance. Due to the demands of work and balancing school obligations, attending mandatory meetings held by student support services staff was reported by foster youth as causing further anxiety. Findings also show that foster youth are not knowledgeable in how their major will lead to their desired career, or how to access graduate school after completing their undergraduate degree. Additionally, foster youth in this study prefer individualized support when accessing and navigating higher education. The use of action research comprehensively captured the experiences of foster youth as they accessed higher education and their existing anxiety over their transition post-graduation. The Hip Hop based intervention in this study, including individual assistance from the researcher, created a sense of belonging and safe environment for foster youth to critique their social capital, and improve their resistant and navigational capitals. The use of Hip Hop as a support mechanism allowed the researcher to mentor foster youth using an anti-deficit and individualized approach and was shown to be a promising intervention for foster youth in higher education. Findings suggest, colleges must view foster youth through an anti-deficit lens and consider their individual cultural wealth and potential prior to providing support. It is also recommended that this practice of individualized support be practiced in their pre-college experience by educational advocates in order to better foster youth accessing and navigating higher education. [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.]