Disadvantaged students, including those of color, first-generation, low-income, adult learners, and male students, face disproportionate dropout risks, particularly in their first college year. Such attrition imposes financial burdens on various stakeholders and exacerbates achievement gaps. Despite extensive investment in prevention programs and research, high dropout rates persist, warranting further investigation into discontinued students' college experiences. This qualitative study examines academic journeys, challenges, support requirements, and career aspirations through interviews with seven former at-risk college students. Informed by Tinto's Student Integration Model and Bean's Student Attrition Model, analysis reveals the multifaceted nature of at-risk students' journeys, emphasizing tailored interventions, resource access, and proactive support. Thematic analysis identifies five major themes: Adjustment & Academic Journey, Challenges, Relationship Building & Community, Institutional Environment, and Career Development & Future Goals, offering insights into academic, social, and personal factors. Implications for P-12 education and higher education systems stress the importance of collaborative efforts to prepare students for collegiate success and address systemic barriers to educational attainment. Recommendations for enhancing support mechanisms and fostering academic success are provided, along with suggestions for future research. Despite study limitations, this dissertation contributes to understanding at-risk students' college experiences and informs strategies for promoting inclusivity and supporting diversity in higher education.

Keywords: disadvantaged students, college dropout, attrition, institutional support, retention