The purpose of this study was to investigate the impact of helicopter parenting on first-year college students at a selected Historically Black College and University in Mississippi. Helicopter parenting is a style of parenting that involves excessive control and overprotection of children. This study utilized the social capital theory to evaluate the impact of helicopter parenting on first-year college students while utilizing a mixed-method approach to collect the data for this study. This study explored the students' perception of helicopter parenting on their well-being, adaptation to their social environments, academic activities, and autonomy and decision-making. The population and sample for this study consisted of forty-eight first-time freshmen who were randomly selected as first-time students for the academic year 2023-2024 from different classes to participate. The instrument used to conduct this study was the Helicopter Parenting Questionnaire Survey. This study used a descriptive research design. Descriptive statistics utilizing frequencies and percentages were used to address the research questions. The tables presented the results of the analyses that were computed to address the problem of the study and the research questions. Some positive effects of helicopter parenting included stronger parent-child relationships, higher academic achievement, and lower risk of substance abuse. The results also suggest possible interventions to help college students with helicopter parents, such as encouraging communication, training in self-regulation, and setting realistic goals. The results have implications for schools working with parents to exert parental influence on children to influence academic excellence. [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.]