Although the purpose of this qualitative descriptive phenomenological study was to investigate how low-socioeconomic high school graduates describe their lived experiences in secondary schools and how their experiences influence them to graduate from high school and enroll in college. A purposeful sampling protocol was utilized to select 12 participants from low-socioeconomic backgrounds meeting study criteria. This qualitative descriptive phenomenological study consisted of semi-structured open-ended interviews conducted via the Zoom platform. The phenomenological data analysis method, combined with the descriptive coding, was applied for data analysis. Seven themes emerged from the study: (1) Sports and after school activities influences perceived achievement in high school, (2) Feelings of isolation and emotional loneliness permeated the high school experience, (3) Support for success was rarely derived from high school, (4) Lack of support, discrimination and emotional loneliness became barriers to high school graduation and college enrollment, (5) Pride in graduating high school drove success in college, (6) Generally positive college experiences, and (7) Each participant has their own way of defining academic success. The conclusion of this study is that lack of support systems for low-SES students leads to extreme stress and emotional distress that in and of itself became a barrier to success for these students. This highlights the urgent need for secondary schools in low-SES communities to investigate the needs of their low-SES students and provide them with the appropriate support needed to thrive academically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]