Voices from high achieving Black students allow the conversation to move from a deficit way of thinking to an asset-based perspective leading to greater opportunities for academic success. Through the lens of resilience theory and also through examining protective factors, this qualitative study employs an interpretative approach, enabling participants to articulate their individual experiences. Aligned with the theory of human motivation, the findings highlight the significance of Black teachers, race representation and socioeconomic background, as potential catalysts for inspiring students to leverage protective factors such as (a) locus of control, (b) parental support, (c) teacher relationships, (d) peer interactions, and (e) community and church support. By amplifying students' voices, the study contributes to existing literature, offering valuable insights into the lived experiences of Black students. These insights not only enrich academic discourse but provide practical implications for education leaders and policymakers based on the experiences of high achieving graduates.