This phenomenological study examined the experience of students in the Advancement Via Individual Determination (AVID) college readiness system at Central High School (CHS). The researcher sought to understand the nature of student experiences using structured interviews and a phenomenological approach as the primary means of data analysis. The three interview series model of interviewing was used to collect interview data in two phases in the spring of 2012 and 2013. Twenty students from grades 11 and 12 were interviewed and electronically recorded. Categorizing strategies were used to code the data, organize data into sections, and establish thematic connections. Connecting strategies were then used to establish meaning in context and to explore relationships between parts of interviews. Findings from each interview were analyzed individually, sequentially, and in conjunction with other participants. Findings from the two phases of the study are presented in two journal articles. Phase I findings indicated that participants (a) viewed themselves as having academic potential, (b) regarded the AVID class as a family, (c) derived satisfaction from the way the program prepared them for college, (d) saw AVID as a source, which facilitated the development of personal maturity and (e) viewed AVID as a source of collegial support. Findings of the second phase of the study were analyzed, producing five additional themes. These themes indicated that participants (a) were more focused on college as a result of being in AVID, (b) had both positive and negative perceptions of the AVID program, (c) despite perceived negative aspects of the program, still benefitted by assimilating the AVID strategies in pursuit of their academic dreams, (d) acquired skills in AVID that they could use throughout their lives, and (e) were adversely effected by reductions in instructional time.