First-born Latina daughters of immigrant parents are raised take on responsibilities within their household and are also expected to obtain a good education. These roles can often conflict with each other due to their different demands. This research aimed to understand the experiences of first-born Latina daughters of immigrant parents who were navigating higher education. Additionally, it aimed to identify how they balance the roles of a daughter and a student. The study used a phenomenological hermeneutic qualitative approach and collected data through semi-structured interviews with 15 participants. All participants identified as Latina, the first-born daughter in their family, and had at least one parent that immigrated to the United States from a Latino American country and/or the Caribbean. The research was analyzed using van Manen's six steps approach to hermeneutic phenological analysis. Findings highlighted five recurring themes that describe the experience of the participants including their roles, expectations placed on them, a lack of understanding of their experience, support systems, and a sense of responsibility. These findings also highlighted a need to further understand this experience to be able to support first-born Latina daughters to achieve higher education goals while also engaging in their familial roles. [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.]