Student success is a major goal of policies and programs in higher education. Nearly all institutions have developed new or revised existing programs and services in hopes of boosting retention and graduation rates. To date, scholars have posited several student success models. While useful, these are not without critique, especially in light of recent critical scholarship about equity, identity, and intersectionality that exposes faulty institutional logics rendering some as "outsiders" and others as bona fide members traversing new culture. In this chapter, the author draws upon his sense of belonging theory to rearticulate "cultural navigators" as an equity-minded framework for student success. Implications for policy, practice, and future research are delineated.