The enrollment and transfer behaviors of college students are diverse. As a result, college students travel various pathways to the baccalaureate degree. The purpose of this qualitative study was to better understand the lived experience of students who entered higher education through an associate of applied science (AAS) program and then continued in higher education to earn a bachelor of applied science (BAS) degree. To explore this phenomenon, eight participants completed two in-depth interviews regarding their lived experience as students on this educational pathway. Five structures emerged from the data to frame the participants' experiences on the AAS to BAS pathway: disengagement, doubt, knowledge of something different, significant relationships, and transformation. These five structures interacted in discrete ways to characterize the participants' experiences as pushing through disillusionment related to education, the profession, and self. The participants' moving through three dimensions of disillusionment along the pathway formed the meaning and the essence of the phenomenon, dogged determinism. The findings elaborate on the themes that contributed to heating up, or raising the educational aspirations of these career-technical students.