This qualitative study examined factors which led to the success of 14 non-traditional age female, Hispanic early childhood educators enrolled in an Early Childhood Bachelor of Applied Science program as first- generation college students at an HSI in the southeast. Data analysis utilized constant comparative analysis and analytic induction. Results demonstrated that self-efficacy, resilience and perseverance, family, faculty and peer support, relevance of coursework to their work, view of themselves as role models for their families contributed to their successful completion of their programs and gave them pride, confidence, credibility and professionalism. Challenges included family obligations and language issues. (author abstract)