Fostering student success in higher education requires a paradigm shift. Instead of "fixing" students, efforts must center on preparing college educators. In this study, journal entries from a graduate-level course were used to explore how exposing Graduate Student Affairs Educators to anti-deficit perspectives on student success enhanced their thinking and practice. In collaboration with the course instructor, four participants engaged in critical participatory action research and identified how they perpetuated individualized notions of success, became conscious of dominant narratives on collegiate success, and sought to integrate anti-deficit perspectives into their practice. Implications focus on integrating anti-deficit perspectives into graduate preparation programs.