Although an emergence of literature focuses on the college transition process, few studies exclusively highlight the experiences of first-generation and racially underrepresented students. Several structural factors hinder the progress and development of marginalized students as a result of the intersection of racism and classism. Pre-college programs oriented toward the particular needs of these student populations offer them opportunities for success. This study examined the broad range of support coordinated through a pre-college program at Indiana University. Through a series of interviews, the findings indicate that alumnx of the program found their participation especially beneficial for their overall academic, social, and professional goals. Specifically, early access to a pre-college experience equipped participants with the tools necessary to persist throughout their collegiate careers and beyond.