This qualitative descriptive study explored how first-generation college students (FGCS) describe their academic help-seeking (AHS) processes at a large first-generation college student serving university in Southern California. FGCS are less likely to retain than their counterparts and can benefit from support with academic help-seeking. This study answered two research questions (RQ) that asked 1) how FGCS describe their academic help-seeking processes or steps and 2) how they describe seeking help from formal and informal sources. Karabenick and Knapp's (1988, 1991) theory of academic help-seeking was applied to form the theoretical foundation for the study. Convenience sampling was used arrive at the final sample of sixteen FGCS from a university in California who answered open-ended questions from an online open-ended questionnaire and semi-structured interview. Thematic analysis was used to analyze both sources of data in MAXQDA software and develop seven themes. Three themes answered the first RQ: 1) Academic and Identity Challenges in AHS, 2) Prevention and Promotion of AHS, and 3) Evolving Steps of AHS Process. Four themes answered the second RQ included 1) Formal and Informal AHS Sources, 2) AHS Comfortability Choices, 3) AHS Sources Based on Course Type, and 4) Communication Preferences for AHS Sources. The findings from this study can benefit FGCS by providing examples of AHS, professionals and programs that support FGCS by creating awareness of AHS, and institutions or organizations that serve FGCS by informing practices that support FGCS AHS. [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.]