This qualitative evaluation of Emory's Oxford Summer Experience Program examined rural students' college aspirations. Educational and economic barriers hinder rural students' college enrollment and degree attainment (Adelman, 2002; Byun, Meece, & Irvin, 2012; Means, Clayton, Conzelmann, Baynes, & Umbach, 2016). Because of these barriers, many rural students are unable to pursue higher education because of a lack of planning and resources (Smith, Gosky, and Li, 2022). Rural students are, therefore, disadvantaged due to a lack of resources and opportunities, as Secore (2018) argues. Using Hossler and Gallagher's (1987) three-phase college choice model, this study evaluated how the experience of being on campus and the strategies, practices, and opportunities associated with Emory's Oxford summer experience program influenced 11 rural students' college aspirations. The findings indicate that college aspirations were strongly influenced by knowledge about the application process, financial aid, entrance exams, campus impressions, campus security, and college-life visualization. This study supports the need to explore and support opportunities to provide rural students with early college knowledge, campus exposure, and a clear roadmap of what to expect during the college choice process. The experiences of these 11 students can be used to inform educators, policymakers, practitioners, and college and university administrators on how similar programs can increase rural college enrollment. [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.]