The purpose of this study was to examine the role of identity negotiation and capital in the context of first-generation college students' use of supports in community college and four-year institutions. The study followed Merriam's and Tisdell's (2016) basic interpretive design as the methodological approach. A sample of 17 participants were recruited for the study. The theories guiding this study were multidimensional identity negotiation (Orbe, 2008) and cultural and social capital (Bourdieu, 1986). Data were collected using a demographic questionnaire, website reviews, face-to-face interviews, and interview memos. Findings from the study included 11 themes, which were used to address four research questions. Three findings were central to the study. The first finding was that first-generation college students tend not to ask for help. This study found that while students in the four-year institution were aware of services, they only sought them out when mandated by faculty or staff. The second finding exposed difficulties faced by students while navigating layers of identity, in terms of academics as well as individually. However, this is not to be interpreted in the context of academically struggling students. Individually, each student succeeded in persisting through college, and was either in the last year of their degree or graduating. However, their narratives clearly outline their struggles and experiences while attending college. The academic setting exposed FGC students to ideas and opportunities that were new to them, allowing them to examine themselves as students, individuals, and members of groups. The third finding outlined the influence of financial matters on the decision-making of students. Finances influenced student decisions in terms of when and where they worked, family interactions, and how they sought out services. Information on how colleges are organized may provide further support to mitigate the barrier observed in this study. The findings of this study have implications relevant to FGC students who transfer from community colleges to four-year institutions. The recommendations provided by the researcher in terms of policy, practice, and future research included more robust intentional programming in the context of first-generation college students and ways to improve success in community colleges and four-year institutions. [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.]