Every year, continuation high schools in California serve more than 60,000 students who are in danger of not earning their high school diploma. Students attending continuation high schools have been labeled at-risk for myriad reasons including, credit deficiency, truancy, behavior and emotional issues, teen pregnancy, substance and alcohol abuse, and poverty (Kelly, 1993; Kratzert & Kratzert, 1998; de Velasco, 2012). While prior studies have found that continuation high school students face various obstacles, some students exhibit resilience and choose to continue their education at a postsecondary institution. In this qualitative study, narrative inquiry research methods were employed allowing seven participants the opportunity to share their stories in individual interviews. This study explored the experiences of continuation high school graduates who successfully matriculated to a California Community College. In addition, it examined how participants overcame self-identified obstacles. Guided by Resilience Theories and Ecological Systems Theory, the study identified protective factors that mitigated the participants' exposure to risk. Data analysis revealed that relationships, high expectations and encouragement, and matriculation support offered by continuation high schools served as the interdependent protective factors that fostered the participants' academic resilience. [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.]