Purpose. This research aimed to contribute to a deeper understanding of the intersection of ethnicity, first-generation status, and higher education attainment. The study sought to comprehend the essence of the journey through college for a group of first-generation Latino males, unveiling the challenges, triumphs, and transformative aspects that characterized their educational pursuits. Theoretical Framework. This study fills a gap in the literature by giving a voice to those who were successful so that others can learn from their experience and by focusing on the area of shame resilience that has not yet been explored. Their experiences are considered through the lens of shame resilience theory (Brown, 2006) and validation theory (Rendon, 1994). Methodology. This study used a phenomenological approach to engage in in-depth interviews with a group of first-generation Latino males who have successfully navigated the complexities of college. Through systematic analysis, themes emerged that highlighted barriers, motivation, family dynamics, and support networks. The study captured the nuances and emotional dimensions that shaped their educational journeys. Findings and Conclusion. The findings of this dissertation provide insights into the strategies employed by first-generation Latino males to overcome challenges and attain their educational goals. The narratives illuminate the ways in which their accomplishments have influenced their sense of self, family relationships, and future aspirations. In addition, this study underscores the significance of institutional support in facilitating their academic success. Recommendations. This research contributes to the broader discourse on educational equity, diversity, and inclusion. By shedding light on the experiences of a historically marginalized group, the study provides educators, policymakers, and practitioners with insights to enhance support systems for first-generation Latino students. Ultimately, this study offers a deeper appreciation for the intricate journey of first-generation Latino males in their pursuit of higher education and paves the way for continued efforts to foster inclusive educational environments that empower and celebrate diverse student populations. [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.]