This study explores how participation in a first-generation college student sophomore seminar course, a high impact practice, influences students' perceptions of campus climate, access to forms of capital and involvement behaviors. Utilizing a mixed methods approach of quantitative surveys and qualitative interviews to explore the experience of nearly 100 course alumni, the results of the study show that first-generation college students who completed the sophomore seminar developed resiliency, a sense of belonging, social and cultural capital, and clearly defined personal and professional goals for the future. In addition, study results confirm the course empowered students to build strategic networks with faculty and career mentors, and engage more often in other high impact practices, increasing student likelihood to persist and graduate. A preliminary interpretation of this study's results suggests that high impact practices are essential for first-generation college students, perhaps even more so than their non-first generation college student peers. [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.]