First-generation, Pell-eligible Latinas are a growing population in higher education, yet their completion rates are lower than their peers and a deficit mindset dominates the literature about this group. This qualitative case study was meant to understand self-identified first-generation, Pell-eligible Latina students' experiences with academic advising at a 4-year, private research PWI through 14 semi-structured interviews. Findings indicate that participants utilized all six forms of cultural capital to promote their academic self-efficacy, though the pandemic, adaptation to the academic workload, and limitations in advising support at this institution, served as challenges to fully utilizing their cultural capital. [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.]