Is being "first generation" significant for undergraduates only? The narratives of 25 first-generation master's students in this phenomenological study suggest not. Participants experienced challenges pursuing their master's degrees, yet these were counterbalanced by other factors. The authors identified five areas that educators may address to enhance first-generation master's students' academic experiences: providing supports for (a) understanding the new "rules of the game," (b) managing feelings of inadequacy, (c) straddling incongruent social fields, (d) developing strong relationships with faculty, and (e) building positive peer-to-peer interactions. (Contains 3 footnotes.)