High-impact practices (HIPs) are well-documented experiences that deepen engagement and go beyond traditional markers of success for college students. First-generation college students (FGCS) may even see greater gains in participation than their continuing-generation counterparts. Since universities historically retain FGCS at lower rates, this is significant. However, there is a gap in the literature on the lived experiences of FGCS and HIPs. This qualitative phenomenological study addressed this gap by interviewing ten FGCS with lived experiences with HIPs. Six themes emerged: Textbook to Real World, Career Clarity, Incredible Experiences, Complete Opportunists, Life Skills Learned, and Unique High-Impact Practices. Internal and external barriers emerged, as well as supportive individuals and offices. Student leadership and mentorship emerged as potential unique high-impact practices and may suggest that first-generation students experience high-impact practices differently than other students. Finally, the essence of the phenomenon of first-generation college students participating in high-impact practices is that students are markedly different after their experience. The high-impact practices are among the first-generation college students' most successful experiences. Student affairs educators can use this study to share the benefits of experiencing HIPs and help students overcome barriers. Future research should highlight the intersectionality of the first-generation identity and successful programs tailored for first-generation students. [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.]