The purpose of this study was to explore the experiences of Black first-generation college students enrolled at historically White institutions as well as their parents and how parental support influences their experiences in successfully navigating the collegiate process at historically White institutions in order to provide a better understanding of the need for recognition of the cultural capital of Black first-generation college students in order to create an environment that encourages and provides support for college retention and persistence. This study utilized a qualitative research approach to answer the following questions: "What are the experiences of Black first-generation college students in utilizing parental support to successfully navigate the collegiate process at historically White institutions?" and "Is community cultural wealth enough for Black first-generation students to be successful at historically White institutions? "The study showed that the student research participants were determined to complete college in spite of the lack of parental support they felt that they needed. They all found support through mentor programs and cultural groups. The study showed that the cultural wealth students brought from home did not help them to navigate the college process but gave them the motivation to continue to stay in college when they were faced with adversities. [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.]