The purpose of this phenomenological study was to explain and describe the perceptions of college-going, emerging adults who grew up in foster care (FC) regarding educational factors related to their journey to college. Thematic analysis of the narratives of 24 ethnically-diverse participants revealed academic barriers and academic supports unique to their status as young adults who lived in FC. The study introduces the Foster Youth Academic Achievement Model, a framework to help contextualize themes related to factors that serve as barriers and supports for this vulnerable yet resilient group.