First generation college students (FGCS) have a multitude of responsibilities both academic and personal. Most nursing programs are challenging and may result in not every student passing the preset nursing curricula. Consider being a FGCS who is eagerly pursuing a nursing degree but fails to meet matriculation. For those FGCS in nursing who, choose to repeat the nursing courses and are more successful, demonstrate resilience or a drive to rise above adversity. The aim of the study was to explore the FGCS in nursing ability to push through and be resilient when repeating a failed nursing course. The "push through" framework offered insight into the nursing students' understanding and enactment of resilience when obstacles occurred. An interpretative phenomenological approach was used to understand the meaning of human existence and not just describe. The participants stated the causes of their disengagement from the nursing course, why they stayed and repeated, and how they maintained self-control throughout the experience. The participants acknowledged their transformation and offered advice to others about this experience. Resilience is an important concept for both nurse educators and nursing students to understand to manage the challenges and stressors in higher education. Nurses are presented with unique challenges in the health care environment and with resilience, the management of these issues assists with promoting safe, competent care. The development of resilience during higher education has a positive influence on forming mature, confident practitioners. Resilience leads to nurses who think logically, are flexible, and who engage in self-reflection to manage stress. [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.]