This qualitative study investigates the postsecondary progress of 42 Mexican American students who participated in Advancement Via Individual Determination (AVID) in high school and are now attending a Hispanic-serving institution in South Texas. Findings from student surveys, high school and university transcripts, and small group interviews indicate that AVID program components had "staying power" for students navigating through college and were positively related to students' academic experiences. (Contains 1 table and 1 figure.)