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Many college students have a history of illicit drug use. The purpose of this qualitative narrative inquiry study was to explore the individualized definitions of academic success among career college students with a history of illicit drug use. An exploration of participants' perceptions of the effects of illicit drugs on their learning and individual educational experiences yielded ideas about student success definitions and needs. Data gathered through participant essays revealed individual experiences and common themes. Findings of this qualitative study included perceptions among participants that learning and cognitive abilities may have been compromised by their illicit drug use.