Purpose: This qualitative study explored the educational lived experiences of first-generation Latino/a/x California community college transfer students, who had achieved "at the gate" transfer-ready status, and the factors that positively impact their persistence and successful transfer from a Hispanic-serving California community college to the university. Theoretical Framework: Validation theory was used as the theoretical lens to understand the educational lived experiences of first-generation Latino/a/x community college transfer students. Validation theory has been used previously to demonstrate the critical role that validating experiences have on integration, persistence, and success among community college students. Methodology: This study used phenomenology to explore the educational lived experiences of first-generation Latino/a/x community college transfer students. Participants were interviewed to explore the factors that impact their persistence and transfer to the university. Data were collected and themes developed regarding their experiences with the phenomenon of interest. Findings and Conclusion: Four themes, along with respective subthemes, were identified: validating agents, family, financial concerns, and overcoming internal and external barriers. Subthemes were presented as an opportunity or a challenge. The findings highlight the critical role that validating experiences and validating agents have on helping first-generation Latino/a/x community college transfer students successfully navigate college and the transfer process. The study's findings also point to the important role family plays as a source of encouragement and support, describe the challenges that first-generation Latino/a/x community college transfer students experience as well as their perseverance and determination to break cycles and succeed. Recommendations: Recommendations for future research include studying a larger sample size and exploring the educational lived experiences of first-generation Latino/a/x community college transfer students who are at different stages of the transfer continuum. Recommendations for future practice include the implementation of mentorship opportunities with Latino/a/x faculty, staff, and administrators; the development of culturally relevant programs and opportunities that engage Latino/a/x families; early access to financial aid information; and on-campus employment opportunities. Ongoing professional development opportunities for staff, faculty, and administrators to implement culturally relevant practices, address implicit bias, and build a sense of community and strategies to support first-generation Latino/a/x students in a remote learning environment are also recommended. [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.]