This study explores the transition experiences of first-generation Black, Indigenous, and People of Color (BIPOC) college students through the framework of Intersectionality Theory. The research examines how multiple intersecting identities, including race, ethnicity, gender, sexual orientation, and immigration status, influence these students' educational journeys, creating both challenges and coping mechanisms. Using a concurrent triangulation mixed-methods approach, the study collects and analyzes both quantitative and qualitative data to provide a comprehensive understanding of their experiences. Drawing from key theories, including the work of Kimberle Crenshaw, the research reveals how various systems of oppression, such as racism and ageism, combine to create unique forms of marginalization and privilege for these students. The findings highlight the significance of addressing both academic and social disparities by understanding the multifaceted nature of their challenges. This research seeks to fill gaps in existing literature by focusing on this underrepresented population and aims to guide the development of inclusive educational policies and support structures. Ultimately, the study advocates for targeted interventions that promote equity and inclusion, fostering environments where first-generation BIPOC students can thrive as they transition into higher education. [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.]