This phenomenological study explored the perspectives of American Indian/Alaska Native students who had all graduated from the same Northeast-Nebraska public school located on a federally recognized Indian reservation and completed at least a four-year degree. To that end, the central research question addressed by this dissertation is, "Why were these individuals successful in their educational attainment pursuits when so many of their contemporaries were not?" The two sub-research questions were (1) What supports do American Indian/Alaska Native graduates perceive as having helped to ensure their resilience and successful educational attainment? And (2) What challenges do American Indian/Alaska Native students identify as impeding others from reaching educational attainment? Data from three focus groups (n = 9 participants) were analyzed using a semi-structured interview model to answer these questions. Thematic analysis was used to identify 5 themes. Participants found their primary pre-college support non-academic, but their primary challenges seemed to stem from academic preparedness; Participants found the role of human support invaluable to educational attainment; Participants cited their ability to self-advocate, internal motivation, and ability to hold themselves personally accountable as primary support to overcome challenges and persevere through their educational attainment journey; When discussing family members, classmates, and peers who did not complete their college degree, participants attributed challenges to things beyond their control; Participants who attended tribal colleges or universities cited the cultural connection present at TCUs as a strong support in combating culture shock as well as other challenges. They cited great relationships and lasting mentors from high school. Human support became the most beneficial support reported by the group. The greatest motivation stemmed from wanting better future for their families and tribe. The stress of being a first generation student was often mitigated through the support received at a tribal college or university. Recommendations and best practices for educators in both secondary and post-secondary institutions on this reservation include: implementing career, college, and study skills guidance early in high school. The academic rigor that comes with independent reading, homework, and test preparation at the high school level in needed. Post-secondary institutions need to foster programs that support culture, mentorship, and a smooth transition to mitigate culture/transfer shock. These findings may facilitate the connection between known challenges and available support. [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.]