Few people in the U.S. have adequate finances for college tuition. Many scholarships, grants, federal loans, and work study funds are connected to students through the Free Application for Federal Student Aid. The FAFSA also connects students to free tuition in the form of Promise programs offered in some U.S. states. Many students of varying backgrounds, ability levels, and economic statuses desire a higher education credential. Among them are those who qualify for higher education through strong grades, GPAs, and even college entrance exam scores. Even with this being the case and about $24 billion in unclaimed federal financial aid each year, students do not complete the FAFSA. This phenomenological research is based in social constructivism and asks what financial challenges (real or perceived) are there toward obtaining a post-secondary credential in the United States, how does understanding of FAFSA lead to increased FAFSA completion, and how does mentorship (interaction with an adult who understands the system and process) affect FAFSA completion? A purposeful sample of students in the class of 2023 in a specific school district in Texas who were eligible for and interested in higher education shared their perceptions about the financial aid application process before and after an information session and mentoring walkthrough. The students had some misgivings about government forms, but mostly lacked accurate information about the process. Once they received an understanding of the process and hands-on help, they were willing and able to complete the FAFSA and recommended that others do the same. [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.]