Increasing student access to college has become a central issue in education policy of the United States. Many students from underrepresented cultural backgrounds, if they access college, arrive when not sufficiently prepared. This research investigated the influence of advisory programs within Capital Prep Schools on the college readiness of Black and other minority scholars. It involved participants who are graduates of Capital Prep and current educators (i.e., teachers and administrators). The interview data was coded thematically to address the research purpose. The findings showed that the advisory program and capstone project influence college readiness by promoting academic achievement, social emotional learning, meaningful social connections and creating an environment for self-discovery. The most effective advisory models and capstone projects are those models designed around students' needs, interpersonal relationships- oriented models, social justice-oriented models and models reflecting cultural diversity of students. Advisory programs and capstone projects are also found to contribute to breaking down educational barriers by enhancing adaptability to higher education, promoting academic research skills, building resilience and offering tailored advisory to address unique students' needs. Practical implications of the findings are also provided. [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.]