The purpose of this study was to explore the ways in which Black and Latinx undergraduate students of first-generation and low-socioeconomic backgrounds understand how the components of summer bridge programs influence their persistence at four-year colleges and universities. This generic interpretive study revealed that there are several components of SBPs that students believe are influential to their persistence in college. These components include academic courses, skill building workshops, opportunities to develop interpersonal relationships with faculty and staff, and connections to identity-based organizations and student support services on campus. The theories of sense of belonging (Delgado Bernal, 2002; Hurtado & Faye Carter, 1997; Strayhorn, 2011) and self-efficacy (Bandura, 1977; 2010), along with a critical perspective, were applied to Tinto's (1993) model of individual departure to serve as the conceptual framework that guided this study. The study utilized interviews and document analysis to identify components of the curriculum of SBPs and to examine how students understand the ways these components contribute to their persistence at their institution, if at all. The findings of this study contribute to our understanding of the impact and effectiveness of summer bridge programs and adds to existing literature regarding persistence, retention, and success for marginalized college students. [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.]