This article reports on a qualitative approach used to identify developmental and contextual factors associated with academic success and career aspirations of 13 Black Zulu South African students transitioning into college or in their first year of college. Students were queried on their aspirations and values, definitions of success, and barriers/enablers to school completion. The most dominant core idea related to the central role of family as a support. Other core ideas included a desire to succeed in school and a concern about having the necessary skills to do so. A commitment to academic/career success appeared disconnected from concrete future goals and plans for many students, suggesting the need for improved social support networks that promote academic achievement and career opportunities. The emergence of both traditional, affiliative values and the desire for individual achievement and success was significant. Results reinforce the importance of culturally sensitive and relevant constructs to achieve academic and career success.
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