Using narrative interviews, this study explored the experiences of belonging among eight first-generation college students (FGCS) who identify as Black, Indigenous, and People of Color (BIPOC). By applying Strayhorn's Belonging and Crenshaw's Intersectionality Framework, this study sheds light on the challenges and benefits BIPOC FGCS encounter as they strive for academic success at two-year institutions within the City University of New York (CUNY) where approximately 44% of CUNY's student body comprises FGCS (CUNY, 2019). According to participants, families and institutions played significant roles in shaping students' sense of belonging. It also highlights the intricate negotiations BIPOC FGCS undergo as they navigate their intersecting identities (e.g., age, race/ethnicity, gender, sexuality, immigration status, class) within the contexts of familial and institutional barriers and support systems. These findings underscore the importance of targeted diversity, equity, inclusion, and belonging initiatives aimed at meeting the unique needs of BIPOC FGCS. [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.]