This study utilized the theory of positive deviance to explore the challenges and success factors for foster youth who have attained a postsecondary education. To accomplish this, twelve interviews were conducted. Six interviews were conducted with college-going foster youth and six adults who served as mentors for the foster youth participants while they were enrolled in high school. Results revealed that foster youth faced challenges connected to transience, dysfunctional behavior, abuse, and academic struggles. However, the foster youth that participated in this study mitigated these challenges by utilizing specific strategies including exhibiting help-seeking behaviors, academic self-regulation, self-advocacy, and utilizing support systems. Findings from this study have significant implications for foster youth hoping to attain a postsecondary education (e.g., mentoring other foster youth), as well for foster parents, high schools, colleges and foster youth organizations seeking to aid in the academic achievement of foster youth (e.g., utilizing resources available to foster youth). [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.]