This dissertation utilized an asset-based, qualitative approach to learn what Black first-generation alumni of the Kauffman Scholars, Inc. program attribute to their college success. By utilizing the voices of these college graduates, this study sought to understand what they found beneficial from their experiences in the Kauffman Scholars program that helped them graduate from college and how their own cultural capital helped them in obtaining a four-year degree. This work enhances our understanding of the how social capital, specific to institutional agents (Stanton-Salazar, 2011), in combination with the community cultural wealth (Yosso, 2005) of Black first-generation college students can lead to postsecondary success. Semi-structured interviews were conducted with 12 Black first-generation Kauffman Scholars alumni who successfully obtained a bachelor's degree. The results of this study suggest that prior to college, Black first-generation students find that being exposed to college experiences, both academically and socially, receiving encouragement and affirmations from various people, and being surrounded by institutional agents who graduated from college and share their racial identity are very helpful in successfully matriculating to college. While in college, participants said that social and financial support from the Kauffman Scholars program, encouragement from their families, being involved and connected on campus, and their own determination and motivation helped them graduate. [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.]