The dominant literature surrounding first-generation college students (FGCS) suggests that because neither of their parents obtained a four-year college degree, these students begin college at a deficit, ignoring the many familial resources students bring with them to college. FGCS succeed because of their families, not despite them (Gofen, 2009) yet most studies fail to examine the numerous types of family support and many family members who provide that support (LeBouef & Dworkin, 2021; Nichols & Islas, 2016). This dissertation is designed to address these gaps by centering the family as the main theoretical and methodological consideration. The main objectives of Study 1 are to provide empirical evidence for expanding the definition of family in the study of FGCS and to gain a more wholistic understanding of support of FGCS. Study 2 aimed to apply the Family Fundamental Interpersonal Relationship Orientation model (FIRO; Doherty et al., 1991) to understand the relationship domains that present barriers or opportunities for support. For both studies, students (Wave 1 N=345; Wave 2 N=207) were recruited to participate in two waves of an online Qualtrics survey. Participants ages ranged from 18-58 (M=24.67) and represented 44 states (61.1% female; 50.3% White; 91% attended a 4-year institution). Results of Study 1 showed students identified a range of family members who provided support, with mother being the most frequently identified. Topics students sought support from family members included academic, health, and relationships; students reported family members were able to provide the requested support. In Study 2, control was not related to help seeking or family support but was significantly associated with feelings of depression and anxiety. Intimacy was negatively associated with depression and anxiety and was positively associated with help seeking from family. Inclusion was not associated with depression or anxiety but was positively associated with family support as well as help seeking from family. Results of these studies will contribute to improving the FGCS college experience, and ultimately student success. [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.]