This study explores the experiences of first- and second-year first-generation college students at Historically Black Colleges and Universities (HBCUs) related to the college admissions process and finding financial aid. This applies the digital divide to determine whether the three levels of the digital divide still impact first-generation college students entering college. It further applies the concepts of social capital and community cultural wealth (CCW) to determine what type of support students are receiving, where are they receiving the support from and whether it impacts the digital divide. This study included 26 first-generation college students at six HBCUs who were in their first or second year of college. Findings indicate that the access gap still exists and that the participants were still impacted by the digital literacy gap, especially in relation to financial literacy and the ability to evaluate website legitimacy. In regard to social capital and CCW, when participants felt supported, they tended to trust institutions and would seek out people, often those similar to them, to help find answers. This study also found that social capital and CCW play a role in the outcomes and motivations level of the digital divide even when students lack technology or information. The digital divide and lacking support still play a role in the experiences of first-generation college students, but institutions of higher education, high schools and communities can play a role in helping them overcome these challenges. [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.]