This study uses an asset-based lens to explore the support college students give to others in their social network. Retention literature often categorizes students as passive receivers of social support. Qualitative data comes from a 3-year longitudinal study of college students who graduated from the same urban school district, drawing from a larger mixed-methods research project (MCAP). Data from this study demonstrates that many college students are actively supporting peers, siblings and parents in the form of tangible (monetary) help, informational assistance and emotional support. Recognizing students as important contributors in their communities is important for educators seeking to understand the experience of college students and the assets they bring with them when they enter campus.