In my journey of teen and young adult growth (junior high up to college) I have always had a vision and a plan to achieve goals. The reason I had goals is because I had an awareness of who I was and what I wanted to do with my life. When I started having children, I taught to them the things that I was taught to understand, recognize, and establish visions and course of action to obtain them. While coaching my children in athletics and helping through their academic journeys I encountered a lot of their friends who were in need of some vision and goals instruction. I discovered this when I would inquire and ask a majority of these young student athletes, "What are some of your goals?", and their response would be "I don't know, I just want to finish this season and hope we win." It became apparent to me that they had none that extended past their current environment. It became a desire, objective, and responsibility to help them see past their current environment and help them prepare for the future. I knew that I didn't have the same amount of time to spend with the youth in the community like I could spend with my own children. I had to develop a way to help them understand who they are, the tools that they had to work with, what they could be used for, and how to use them. I realized the best time to give instruction, help, and guidance was during the time frame of their eight-grade school year up to their senior year in high school. The best arena for them to see and get personal understanding was during school and any afterschool events they participate in. I believed if they could grasp the thought process of establishing a vision, setting goals, and develop a plan to achieve the goals and vision in the arena of academics and extracurricular events they would be able to transfer the process to other areas of their lives (family, friends, and acquaintances). The problem in dealing with youth, teens, and young adults is that their attention span is not long. They get bored, disinterested, and disengage pretty quick. This is an age group that has great interest in self. They give a lot of energy and effort in a situation if it can have positive involvement for them, if it is challenging and possible that they may not see personal benefit from it, they're done with it. Establishing visions, setting goals, and achieving them involves a lot of work. The work may not allow them to see the benefit and can get very frustrating. The way to maintain interest, attention, focus, and effort is to establish "Personal Relevance." This comes from the base word relevant and adjective, defined as closely connected or appropriate to the current matter (Oxford Dictionary, 2012). We use it in the noun form as relevance. We add the word personal in the adjective form, defined as relating or belonging to a particular person (Oxford Dictionary, 2012). Put them together and you have "Personal Relevance--relating or belonging to a particular person, closely connected or appropriate to the current matter. The way to establish personal relevance is to show them the internal abilities they possess and how to use them for future visions / goals and the course of action to get there. This can be done through teaching and understanding the use of Appreciative Inquiry, Transformative Learning, and The DEED process. In addition, the use of a tool called LIGHT Assessment and a program call Comprehension through Connection all combined in a qualitative method of research. Incorporating these ideas and processes can support the enhancement of confidence and performance in the academic arena and life through personal abilities/gifts. [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.]