Interpersonal conflict is inevitable as college students live together in residence halls with new and different people (Bresnahan et al., 2009; Ferguson & Lareau, 2021; Fosnacht et al., 2020; Harwood et al., 2012; Morgan et al., 2019; Shook & Fazio, 2008). Whether the conflict stems from small miscommunications to mismatched value systems, microaggressions, or bias, unresolved conflict can result in loss of sleep, lack of focus, a decreased sense of belonging, as well as lower retention and graduation rates (Acquah, 2016; Ferguson & Lareau, 2021; Fosnacht et al., 2020; Hawken et al., 1991; McClain & Perry, 2017; Morales, 2021; Sanchez et al., 2018). Traditional modes of conflict resolution prioritize White, middle-class norms and can impact first-generation and students of color more negatively at Historically White Institutions (HWIs) (Bresnahan et al., 2009; Chua & Gudykunst, 1987; Ferguson & Lareau, 2021; Hammer, 2005; Harwood et al., 2012; Wing & Marya, 2013). The goal of this exploratory critical narrative inquiry (Merriam & Tisdell, 2016) was to understand how first-generation, Pell-eligible, and students of color experience and manage interpersonal conflict in the residence halls at an HWI. Using participatory action research methods during a scaffolded, interactive focus group, the study's participants engaged in counterstorytelling, identified themes, and generated solutions to help students navigate future conflict more effectively (Baum et al., 2006; Delgado & Stefancic, 2017; Fine et al., 2021; Martinez, 2020; Rutledge et al., 2021; Seaman, 2008). In this study, participants experienced interpersonal conflict and felt disrespected when others crossed cultural boundaries related to communication and community living. Only half of the participants communicated directly regarding the conflict, even fewer reached out for help, and only 25% of students were able to effectively resolve the conflict. Instead, participants utilized coping skills that prioritized relationships, as well as avoiding or deescalating the conflict. Participants desired deeper relationships with the students around them and intentional university strategies to build their confidence, communication, and relationship building skills. Additional recommendations included enhancing culturally responsive conflict resolution education for students and Resident Assistants, improving the roommate assignment and agreement processes, and utilizing personal outreach measures to boost the use of campus resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]