The purpose of this study was to decentralize the deficit-based approach in academia of Black, Indigenous, and people of color (BIPOC) students in higher education by centralizing the voices of BIPOC students in their third or final years of higher education. The study used the CCW framework to understand further and expand the knowledge of the existing strengths BIPOC students bring into their educational journey by researching the successes, strengths, and supports of BIPOC students in higher education. The qualitative study used a semi-structured open-ended questions interview protocol for purposeful samples. The method was used to analyze the BIPOC students' higher education experiences of successes, strengths, and support. Thematic coding, line-by-line coding, and triangulation were used to interpret students' narrative data to identify forms of cultural capital. The study concludes with the findings of trends in their experiences that shaped the recommendations supported by the literature to uplift the strengths of BIPOC students in higher education and opportunities for future research. [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.]