This basic qualitative study explored the experiences of 12 higher education and/or student affairs (HESA) faculty members to understand how their equity, diversity, and inclusion-related courses prepared emerging HESA professionals to support first-generation college students from an anti-deficit perspective. Eligible participants taught in full-time HESA master's programs and were leaders in diversity work based on their equity, diversity, and inclusion-related grant funding, professional awards, and/or diversity-related publications. This research was guided by Perez et al.'s (2017) anti-deficit achievement framework. Data were collected from prescreening questionnaires, pre-interview journals, semistructured interviews, course syllabi, and other participant-shared resources. Generational status was not found to be an independent factor in anti-deficit course content as participants talked about their experiences with intersecting identities, such as first-generation "plus Students of Color." Data analysis led to themes about participants' course content which established a foundation of respect and for lifelong learning, integrated anti-deficit pedagogy and empowered advocacy. Themes formed a student development process that promotes emerging HESA professionals' anti-deficit understanding. This study holds important implications for researchers to focus on anti-deficit systems-based approaches to college success. Stakeholders should ask questions with anti-deficit-minded prompts to institutional leadership and as part of institutional self-assessment; encourage syllabus audits and offer anti-deficit-focused faculty development; and prioritize equity, diversity, and inclusion-related teaching as an advantage to tenure, promotion, and course load. Future research should consider the sociological and K-12 educational literature, a case study approach, invite early career HESA professionals as participants, or explore the impact of policies on HESA programs. [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.]