The retention and persistence of students who come from the foster care system and are enrolled in four-year college institutions was the focus of this qualitative study. Former foster care youth resided in out-of-home care with state approved guardians who received funding and monitoring of services. When enrolled in college, foster care youth require more support than students who never experience foster care. A small number of four-year college institutions provide interventions to retain foster care students. The research sought to identify best practices and to establish a foundation for research. Foster care youth often have a history of abusive and neglectful life experiences. It is fundamental to assure that these students are provided with the appropriate resources to ensure persistence and success. By doing so, institutions may be able to increase student retention and completion. The conceptual framework reflects the historical context of students. The outcome of several different retention efforts is discussed. Finally, the literature explored access to higher education for former foster care youth. The research is aimed to provoke further research, best practice, and to inform research. Four research questions guided the investigation concerning the lived experiences of students who have come from the foster care system and who are enrolled in four-year college institutions. The stories former foster youth told about their interaction with faculty and staff in four-year college institutions inform this study. Four themes emerged from. A Narrative Inquiry into Transitioning from Foster Care to College the study, (1) campus-based support as an external support, financial support, family as an internal support, transition and access. Through the stories told we learned that former foster care youth require external support in the form of campus-based support, a direct liaison who is assigned to former foster care youth. Internal support is important in assuring consistency, a place to call home and lasting friendships. Financial aid is the driving force that allows former foster care youth to persist. Transition support is crucial in properly progressing into college and adulthood for foster care youth. Finally, best practices are discussed for monitoring success in students who come from the foster care system and are enrolled in four-year college institutions. [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.]