College students who are simultaneously the first generation of their families to attend college, from poor communities, and who belong to racially minoritized populations, known as first-generation low-income (FLI) college students of Color, are less likely to stay in and graduate from college compared to their more advantaged peers. As this student population continues to grow, it is imperative to understand more fully what supports positive educational outcomes and retention for this group. Using critical race theory (CRT) in education, intersectionality, and an anti-deficit achievement framework to situate the study using anti-oppressive methodologies, this dissertation utilized semi-structured interviews with successful FLI college students of Color and recent graduates to ascertain influences on their academic success and graduation. The FLI college students of Color who were interviewed identified classroom-based experiences, on-campus activities and relationships, and enriching off-campus experiences as factors that promoted their success and graduation. To illustrate these findings, two composite counterstories in the tradition of CRT were developed and analyzed. This analysis establishes a need for faculty and staff professional development, collaborative approaches between campus offices and services, institutional research, and changes to institutional practices and policies to increase FLI college students of Color retention and graduation rates. [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.]