This study investigated how first-generation Latina/o students utilize social networks to succeed in a two-year community college. Guided by a social capital framework, this qualitative study examined the role informal experiences play in the persistence of first-generation Latina/o students attending a community college. Results in this study confirmed prior research conducted on first-generation Latina/o students and presented new perspectives regarding social capital. In addition, this study demonstrated that first-generation Latina/o students have a strong preference to turn to their peers for guidance and support over other institutional agents on a college campus. Further, the role that social networks play in helping students achieve their educational goals, provides a new perspective on changes that could take place on college campuses to help students achieve academically. Students in the study reported that peers were the most influential to their persistence. The findings of this study suggest that peers can be institutional agents that can positively impact students in achieving academic success. These findings raise questions about what community colleges can do differently to help first-generation Latina/o students succeed in college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]