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• Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. • Actions and advocacy associated with Participatory Action Research have benefits for students with foster care experience and can contribute to critical consciousness raising among those within and outside of child welfare and university systems. • Integrating youth voice and perspective to our existing body of knowledge about youth with foster care experience in higher education adds a critical, often missing perspective. • Universities, child welfare system professionals, policymakers, child welfare scholars desiring to create policy and practice more affirming of young people with foster care experience should center the voices and recommendations of youth with foster care experience in their decision making. This paper presents findings from a focus group conducted as part of a larger Youth Participatory Action Research (YPAR) study with a cohort of university students with experience in foster care. Six foster scholars (ages 18–21) participated in a research collective offered as a collaboration between the School of Social Welfare and the Educational Opportunities Program (EOP) at a large Northeastern public research university. Over the course of several semesters, students received an overview of research methods, evaluated existing research regarding the educational outcomes of youth with foster care experience, then designed an interview guide for a focus group that they later participated in. Focus group data was transcribed and then analyzed in two ways, first through thematic content analysis using ATLAS TI qualitative software, and simultaneously through participatory narrative analysis using an adapted version of Carol Gilligan's Listening Guide. The cluster of findings presented in this paper highlights co-researchers' experiences of a YPAR approach to research. Three themes emerged: validation of experience and peer support , connection to available resources, and YPAR as a tool of collective action and empowerment. An overview of the significant actions and change efforts associated with the YPAR process is also provided. Findings highlight the importance of peer support and the possibility of participatory research approaches in catalyzing peer connectivity and agency among foster scholars in higher education. Integrating youth voice and perspective to the existing body of knowledge about youth with foster care experience in higher education adds an important perspective needed to more holistically understand what resources and supports are most critical in ensuring their success. Recommendations are made for both universities and child welfare scholars desiring to center the voices and experiences of youth with foster care experience. [ABSTRACT FROM AUTHOR]