This study aimed to understand the transition experiences of first-generation Latinx undergraduate students and their families from high school to a highly selective private university after participating in a college access program. Additionally, this study sought to understand the different forms of cultural capital that may have supported the transition experiences of these students. This study was informed by Schlossberg's transition theory and Yosso's community cultural wealth (CCW) model. This study revealed that the college access program students and parents participated in influenced their middle school, high school, and college experiences. Additionally, parental involvement significantly impacted students' academic aspirations. The university's support affected the students' and parents' transition to college, and seeking support played a crucial role in participants' transition experiences. These findings indicate the need for more robust support for first-generation Latinx students and their families once they are 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.]