African American students from rural environments face barriers preventing them from reaching academic success. Research have shown active participation in an Upward Bound program affect academic achievement and success for first-generation and low socioeconomic status students. This qualitative study used a basic interpretive approach to examine the experiences of female African American students who participate in an Upward Bound program in a rural setting. A total of seven students were involved in the study (five sophomores and two seniors). The resilience theory was used as the framework for the study and helped provide a better understanding on how the students' resilience and perseverance helped them overcome challenges. The study found seven participants benefited from the tutoring, mentoring, college visitations, workshops, financial support, and positive relationships they developed with the Upward Bound staff. The implications for Upward Bound staff was students seek exposure to experiences outside their rural towns and outside of their normal activities. Also, participants and those interested in joining the Upward Bound programs seek a family-like environments. Keywords: African American, at-risk students, ethnic minority, first-generation college students, resilience, socioeconomic status, TRIO programs