First-generation college students are underrepresented within honors programs and colleges, and their retention and persistence rates lag far behind their continuing-generation peers. Students in honors programs and colleges have higher retention and persistence rates than non-honors students. The best practices within honors have shown to include the best practices that increase first-generation college student persistence. Studies exploring the experiences of first-generation college students in honors are crucial for understanding this population and guiding honors professionals in developing strategies to support first-generation college student persistence and success. This qualitative study explored the experiences of six first-generation college students participating in honors at four-year universities in the United States. The personal stories and experiences of the participants were collected and restoried using a narrative inquiry approach and semi-structured interviews. Narrative inquiry allowed for a holistic understanding of the participants' experiences. The analysis of the semi-structured interviews revealed three distinct themes to provide a deeper understanding of their experiences. The themes of relationships, academic self-concept, and influences on the sense of belonging show how the study participants navigated the challenges and opportunities in honors. The participants also offered insight into the social and academic factors that impacted their experiences. The findings underscore the importance of promoting student opportunities to develop relationships with faculty, staff, and students. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]