This qualitative study used asset-centered narratives to examine "generation 1.5" immigrant students' experiences with cultural wealth in the transition from high school to public state universities. In this study, generation 1.5 refers to people born outside the 50 States who complete school after immigrating as children or adolescents (Benesch, 2008; Roberge, 2002; Salas et al., 2011). There is scant qualitative research on the higher education experiences of this diverse population. This is true even though more than 4.7 million foreign-born students, or 6% of all students, are enrolled in U.S. schools from pre-kindergarten through postsecondary education (U.S. Department of Education, 2023). Literature is also scant on generation 1.5 immigrants' experiences in public state universities, institutions with a historic mission of diversity and access (Crosnoe & Turley, 2011; Smith et al., 2020; Warshaw et al., 2020). Using narrative inquiry design, this study examined data collected in 16 interviews with eight generation 1.5 immigrants pursuing bachelor's degrees in state universities in the Northeast. Community cultural wealth (CCW) (Yosso, 2005), the main theoretical framework, provided an asset-oriented lens to guide interview questions and interpret the data. The college choice process (CCP) (Hossler & Gallagher, 1987) provided a secondary framework for organizing questions and the narrative findings. The main research question was, "What do generation 1.5 immigrant students in public state universities report regarding cultural wealth in the transition from high school to higher education?" Two sub questions also guided the work: 1) "What do generation 1.5 immigrant students in public state universities report on specific forms of community cultural wealth (CCW) in the transition from high school to higher education?" 2) "What other supports and resources, if any, do generation 1.5 immigrant students in public state universities report as part of their transition from high school to higher education?" I interpreted participants' stories by applying the CCW framework to multiple readings of the transcribed data and successive rounds of coding and analysis (Saldana, 2021). Building on the secondary framework, I restoried the data into profiles and narratives grounded in participants' own words (Butina, 2015; Creswell & Poth, 2018). The data revealed that participants applied the well-documented CCW capitals in all stages of the transition to college. They also applied other emerging forms of cultural wealth from their experiences in nondominant cultural communities, the dominant community, and spaces in between, including schools, institutions central to immigrants' adaptation (Horenczyk & Tatar, 2012). Participants' stories suggested three emerging capitals supporting the transition to state universities--"agentic capital, capital braiding," and "immigrant capital." As the number and diversity of youth born outside the 50 States grow (Annie E. Casey Foundation, 2024a) and as economic pressures continue to elevate the value of public state universities for mobility (Roberge, 2002), it is important for researchers, educators, and policy makers to understand and support generation 1.5 immigrants' experiences transitioning to public four-year institutions. Equity demands that future examinations and supports build upon the multifaceted assets unique to those growing up in two or more languages, places, and cultures. [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.]