A college is a business that needs to generate acceptable levels of profit or perish. The problem is that colleges need to use evermore creativity and innovation to remain competitively viable organizations and sometimes traditional ways of doing so are not always profitable. One way to overcome this problem is to engage in new lines of profitable business, and an Inspirational Reality Television Show (IRTS) based on the unique experiences of college students and their journeys to academic excellence can be a plausibly feasible business opportunity that could prove to be a profitable one. The purpose of this quantitative non-experimental research study was to provide evidence that supports the premise of the IRTS by collecting key data pertaining to the demographic characteristics of the research participants, utilizing Social Cognitive Theory, Social Learning Theory, and Cultivation Theory in conjunction with the concepts of Content Control, Parasocial Interaction, Critical Reflection, Self-Efficacy, Identification, and Customer Orientation, with the ultimate goal of answering five research questions that ask participants what they think about the proposed IRTS and what they think about its potential positive financial impact on multiple College stakeholders. An online survey was emailed to the entire population of 1,532 college students during the Spring 2019 semester, the sample obtained consisted of 163 students, and 112 completed the entire study. SPSS was used to calculate frequency distributions and their percentages, as well as Spearman Correlations for data analysis. Findings support the premise that an IRTS based on college students can be of business value to a College and its stakeholders, and recommendations for practice include utilizing the findings in this study to create and develop new and desirable IRTS, while recommendations for future research include using the items in the present study survey and or additional items to create and develop new survey instruments in different contexts and settings to add to existing theory.