The aim of this study was to explore family relationship experiences of first-generation college students (FGCS) as they transition to and persist through college. The sample includes eight undergraduate FGCS (aged 18-22). Seven participants identified as female, and one identified as Questioning. Participants' descriptions of their social class ranged from "poor" to "upper middle class." Four participants identified as White; others identified as White and Mexican, White and Hispanic, African American, and Mixed Race (White and Black). Participants for this study were recruited from a large public university in the Southeastern United States. Researchers used a qualitative phenomenological design. Following approval from the Institutional Review Board, data were collected through in-depth interviews. Data were analyzed using inductive thematic analysis guided by Structural Symbolic Interactionism. Parents, despite lacking college experience, offered supports, both instrumental (educational opportunities; monthly financial assistance) and emotional (encouraging calls; frequent visits), which students considered essential to their success. Many participants also stated that setting an example and forging a path for younger siblings helped to motivate them to persevere through hardships. Strength-based approaches are necessary when developing programs for and research on FGCSs and their families.