The national trend of requiring all college students to engage with tertiary-level mathematics has created the need to rethink how students can be supported at this level. Current trends in higher education show a decreased reliance on remedial developmental education courses and expanded reliance on learning centers. It is important to look at student participation and learning in the context of these supportive resources. This research paper explores firstgeneration college student usage of a mathematics learning center at a large Midwestern university and launches a research agenda to explore rigorous analytical methods of understanding the impact of learning centers.