The purpose of this qualitative interpretative phenomenological analysis study was to examine the perspectives and lived experiences of six persisting first-generation, low-income Black students involved with Student Support Services while enrolled at a predominantly White community college. Three superordinate themes emerged, each with two to five corresponding subordinate themes. The first superordinate theme is "Barriers faced by first-generation, low-income Black students;" its subordinate themes are "Lack of academic preparedness, Family responsibilities, and Financial barriers and work obligations." The second superordinate theme is "Factors that influenced the decision to enroll;" its subordinate themes are "College location, cost, and affordability and Representation matters." The third superordinate theme is "Factors that influenced persistence;" its subordinate themes are "Self-motivation and determination, Family motivation and support, Student Support Services, Preorientation and advising programs," and "Faculty mentoring relationships." The thematic findings that emerged are relevance of the college campus, environment of the campus, student motivation and support networks, and student support and programs. These recommendations for practice are suggested: developing an inclusive and welcoming college campus environment, providing consistent support, promoting campus student services and support resources, supporting services and programs, developing mentoring relationships for success, and increasing institutional awareness. [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.]