There has been a concentrated effort to increase access to college for students of color. The purpose of this research study was designed to investigate the influences of family on the experiences of college students of color. Earlier research studies incorporated many components that contributed to student success, but needed to examine the importance of family support after students entered college (Roksa & Kinsley, 2019). This qualitative study used phenomenology to understand the lived experiences of students of color and the impact of their families on college graduation. The criterion for this qualitative study included African American students with an undergraduate degree and currently enrolled in a graduate program at an R2 Carnegie classification or regional comprehensive institution. Additionally, phenomenological reduction was essential to assess the lived experiences of the phenomenon of college students (Moustakas, 1994). The steps that guided the phenomenological reduction process included giving equal meaning to all the participants' statements, gathering the core themes of the experience, and solidifying detailed descriptions. The findings from the interviews were analyzed under six different themes in which the participants' displayed Yosso's (2005) forms of cultural capital. Resiliency and spirituality were also uncovered from the participants as being instrumental to their success. This research serves as a catalyst to address the needs of students of color and the recommendations provided actionable steps that can be taken to continue to help this population be successful in college. [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.]