This study examines the experiences of first generation college students at a rural university campus on the Southern Plains through narrative inquiry. Respondents who were recent graduates or who were about to graduate shared their stories through an interview and drawing process. Their interview responses indicate how they chose to attend this campus, how they persisted to stay in college, and how they perceived their experiences about attending this rural university. The last step of the interview asked respondents to sketch a drawing of how they visualized their first generation college student experiences. The seven vectors of Chickering and Reisser's (1993) identity development theory and place-based theory were used to analyze the interview responses. In order to understand their drawings, interpretive literary and artistic devices were applied to reveal metaphorical meanings. Additionally, the researcher's own first generation college student experience at this university provided a narrative connection from past to present student experiences. Respondents' stories reveal personal challenges with such events as transition, socialization, physical injury, depression, family issues, and academic struggles. This study is relevant for practitioners in higher education who are in the teaching classroom or in recruitment and retention student services, particularly in rural settings. [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.]