This study investigated the lived experiences of students in one Early College High School (ECHS) in southeast Texas. A qualitative narrative inquiry was implemented and data were collected through individual interviews. Eight students participated in the narratives. Study findings suggested ECHS students may not always have a clear understanding of the rigor of college curriculums at the beginning of their freshman year and often face academic challenges. The researcher concluded that participating in an ECHS program provides students with necessary skills and personal understandings to be more focused when entering the third year of college. Additionally, support systems are necessary in order for students to achieve success in the ECHS program. Successful students took advantage of the support systems when possible and showed an increase in their self confidence and personal growth. As they progressed through the ECHS program, the students became more focused on their post secondary education and careers and became prepared for their third year of college. Findings from this study support the importance of stakeholders continuing to work towards improving ECHS programs in order to raise the likelihood of success for all ECHS students. Academic supports, social supports, and school support are areas that have the potential to benefit from further research. [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.]