In this paper, I explore the experiences of low-income students in their first semester of college. While much of the literature relating to low-income students focuses on attainment measures, this study uses qualitative tools to better understand students' subjective experiences related to relationships with family, academic self-confidence, campus support, and class status. I explore these themes using Bakhtin's dialogic framework, an approach that recognizes the complexity of social interactions and self-definition.