Achieving a higher education remains a significant goal in the lives of young people. For many high school juniors and seniors, attending a college or university to continue their studies is seen as an inevitable step into adulthood. However, the high school to college transition can come with a plethora of challenges, and first-generation students are often confronted with difficulties that extend beyond those of their non-first-generation peers. These added conflicts can prompt additional stress and mental health concerns among new first-generation postsecondary students. To gain a greater understanding of the challenges faced by first-generation students throughout their initial year of study, as well as their levels of mental health literacy and capacity to access and utilize campus support resources, the current study utilized the diverse narratives of four first-generation students to better comprehend the onset of their higher education journeys. While colleges and universities generally maintain mental health and other student support resources, it is recommended that postsecondary institutions integrate a broader array of resources that target diverse and vulnerable student populations. Present support models may be beneficial to many enrolled students, but others may still fall through the cracks and not receive the type of assistance necessary to meet their needs and facilitate positive outcomes. [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.]