This qualitative study explored the pivotal role tutoring center professionals play in supporting historically marginalized students in California public universities. There was a focus on the intersection that social capital and equity have on the experiences of the professionals. This study sought to highlight the perspectives, challenges, and strategies of professionals who make up an important component of the support systems that exist on college campuses for students. Findings revealed the multifaceted challenges tutoring center professionals encounter in their efforts to support marginalized students. Campus dynamics, organizational structures, and resource allocation emerged as critical factors impacting their roles. By shedding light on their experiences and strategies, the study emphasized the need for enhanced institutional recognition, support, and a collaborative network to empower tutoring center professionals in their pursuit of equitable student success. [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.]