Generation 1 learners are adult immigrants who first enter the U.S. educational system through adult ESL before transitioning to credit courses. Based on interview and observation data from six Generation 1 learners' first term in college courses, this taxonomic analysis explores the learners' expectations of what it means to be a student through studying and follow[ing] the instructor. Findings illustrate learners' complex understanding of what it means to be a student but that their expectations may not align with faculty expectations. When misalignment occurs, Generation 1 learners can struggle to legitimize their identities as college students and assert their belonging in college classes. The findings suggest implications for expanding researchers' recognition of culturally and linguistically diverse students and for modifying practice to include stronger communication between faculty and students regarding institutional expectations related to student participation.