First Generation College Students (FGCS) account for one third of all doctoral degree recipients in the USA, however, very little is known about their educational experiences. Using a narrative inquiry approach, this study uses a Cultural Proficient framework to explore the barriers that prevent FGCS from pursuing post-undergraduate opportunities, how they’ve overcome them and provide next steps for educators and leaders. In an attempt to expand asset-based research, this dissertation applies Resiliency Lens, Critical Race Theory and Socialization Lens to the experiences of six participants. Research on FGCS suggests some of the challenges FGCS encounter in college is more debt, lack of guidance in the admissions process, feelings of disconnect in their communities back home and in higher education. Stories, however, can be an important tool in helping students reflect on their experiences, to stay engaged in the classroom, build agency, develop growth mindsets, and create important networks with formal and informal leaders to succeed in academia.