The focus of this dissertation is the student voice in College Bound (CB), a pre-college preparation program at Boston College. College Bound has existed on the Boston College campus for more than twenty years as an academic enrichment and supportive program that benefits urban students from two Boston Public high schools. The two essential questions of the research are "What do students say they learn at CB?" and "What suggestions do students have to improve the CB Program?" Literature about the importance of the student voice in the educational enterprise is reviewed as a means of giving context to the study. Primary data included student surveys (n=29), interviews (n=12), and focus groups (n=3). Other sources utilized included field notes and observations of the researcher as participant-observer, in addition to official College Bound documents. The constant comparative method was used to analyze data from the primary data sources. Data was also analyzed by data type and findings were presented thematically. Major findings included: CB students know a lot of what is going on and do not attend CB as empty vessels, but bring their own knowledge and experience to the CB Program. Students say they learn academic self-discipline, a more focused search for potential colleges to attend, and value their experience attending the CB program on the Boston College campus. Suggestions for improving the CB Program include: creating a regular schedule, re-establishing a community meeting experience, ensuring a consistent connection with their Boston College mentors, and providing more field trips to other colleges and museums. Participating student voices should be encouraged and respected as an important source of information in educational programs that exist to benefit those very students.