Higher education institutions' success relies on student retention and graduation rates, especially among underrepresented minority (URM) groups, where persistent disparities exist. This dissertation focuses on URM Division I student-athletes, often overlooked despite their significant influence within universities. Notably, academic success gaps within URMs diminish among collegiate athletes. Using qualitative phenomenology, this study engages with eight (8) URM student-athletes from a Division I, mid-major, non-football, low-resource institution to explore their perceptions of academic success. The study aims to provide a comprehensive understanding of URM student-athletes' experiences regarding their (RQ1) perceptions of academic success, (RQ2) experiences of academic success through retention, and (RQ3) encounters with academic success via graduation, contributing to the broader discourse on student success in higher education, particularly among underrepresented populations. Drawing from Comeaux and Harrison's (2011) conceptual model of academic success for student-athletes, key themes such as pre-college factors, initial commitments, social systems, integration, and end commitments emerge. Findings also reveal emerging codes, such as role models, scholarship/funding, and cultural integration within the established themes, and a theme encompassing the impact of external factors like the COVID-19 pandemic. These findings deepen the understanding of the academic journey of URM student-athletes and offer insights for improving retention and graduation efforts in higher education institutions. [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.]