This narrative inquiry study explored how higher education impacted undergraduate students' retention, focusing on first-generation college students (FGCS) of color at an urban public R1 university in the mid-South. A key objective was to understand these students' challenges today and how the intersection of their identities influenced their experiences with academic support programs. I also inquired about the strategies students can use to succeed and what they found most helpful during their time at the R1 university. The study, grounded in Critical Race Theory, examined how seven Black and Hispanic undergraduate students navigated systemic barriers, utilized support services, and persisted in higher education. Semi-structured interviews were conducted with sophomores, juniors, and seniors to understand their expectations, perceptions of campus climate, valuable resources, and factors influencing retention. This study focused on how students perceived the support they received from their institutions and identified any feelings of invisibility they experienced due to their race, class, or gender status. Thematic analysis revealed several key findings: 1. Students faced significant academic preparedness gaps and financial constraints. 2. Campus climate issues and cultural barriers created feelings of isolation. 3. Experiences of subtle discrimination and microaggressions were present both at the institution and in certain community spaces. 4. Cultural affinity groups and mentoring relationships were crucial support systems. 5. Students were resilient in overcoming obstacles. This research contributed to the body of literature centering student voices and applying Critical Race Theory to explain how race and systemic inequities shape the college experiences of select students of color. By uncovering why attaining a degree can be challenging for some yet achievable for others, this study highlighted the need for more proactive, culturally responsive support services and institutional changes to create more equitable and inclusive campus environments for first-generation students of color. [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.]