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Resiliency is key to educational success, yet strategies to support the resiliency in educational success of African American female students are not understood. In this phenomenological study, four African American alumnae of single-gender secondary and postsecondary schools explored, described, and shared their experiences of educational resilience and competence in single-gender education. These women attributed their academic success to racial identity/socialization, single-gender education, support systems, GRIT (Guts, Resilience, Initiative, and Tenacity), and Cultural (Re)Appropriation Unity (emergent concept) spiritual relationship to their resilience. A framework to support the future success of these students was developed.