The problem addressed in this study was that first-generation Latino students underutilize academic support services, which affects college persistence, self-efficacy levels, and help-seeking behaviors. Although higher education institutions offer an array of student support, researchers have found many institutions find that underrepresented students, like Latinos, show low engagement and participation, especially in academic support services. The purpose of this phenomenology qualitative study was to explore and better understand the lived experiences of community college first-generation Latino students' help-seeking behaviors and self-efficacy perceptions to encourage support services use. The theoretical framework that guided this study was academic self-efficacy, grounded in Albert Bandura's self-efficacy theory. Data were collected via semi-structured interviews from a purposive and snowball sample of 11 first-generation Latino students at a public community college. A thematic analysis was used to examine the data, which resulted in six themes: (a) student perception of tutoring depends on the quality of help; (b) time and scheduling limit the use of tutoring services; (c) the degree of family support affects the extent to which students seek help; (d) support and guidance from faculty, advisors, and peers are crucial to encouraging students to seek academic help; (e) shame, fear, and pride are barriers that affect student's academic self-efficacy; and (f) grades and a sense of accomplishment are main motivators for seeking academic help. The findings of this study indicated that institutional action is imperative for a better sustainable climate that meets the culturally diverse needs of the first-generation Latino student population that fosters learning persistence, better academic behaviors, and improved performance in college. Future research is recommended on the utilization of academic support services among non-traditional first-generation Latino students as well as first-generation Dominican students for a deeper cultural analysis and its implications towards self-efficacy perceptions and help-seeking behaviors. [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.]