The purpose of this research is to gain some understandings of how university professionals who work with marginalized student populations perceive their professional work as situated within a university context. The professionals in this study work in federal TRIO programs that serve first-generation, low-income students who have been traditionally underrepresented in the academy. We hope this research furthers understanding of TRIO programs and their impact on underrepresented students. Specifically, this article discusses TRIO professionals' perspectives on how their institutional context affects their ability to serve students. This article focuses on the ways institutional participants understand and value these programs, as well as on the ways that institutions could be more supportive of TRIO programs.