Instructors can play an important role in students' transitions to college by explaining academic expectations and offering support. Yet, less is known about college instructors' beliefs about "what" students should do and why. In addition, students' beliefs and experiences regarding what students should do to succeed may not align with the instructor's beliefs. I used Foucault's (1969/2010, 1970/1981) concept of discourse to conceptualize descriptions of which student behaviors are valued, how they are communicated as Good Student Discourse, and how power manifests in that discourse. The purpose of my study was to explore the Good Student Discourse (GSD) of students and instructors in first-year mathematics and writing courses at a broad access university, how instructors GSD was reflected in course policies and practices, and instructors' and students' understandings of the relationship between being a Good Student and being academically successful. This study was conducted at a broad access university in Fall 2021 and Spring 2022. My data came from 11 instructors and 49 students in six mathematics courses and five first-year writing courses. Eight of the instructors were graduate students. I conducted observations of the first day of class, interviewed instructors, collected course announcements, and interviewed and surveyed students. I found similarities between instructors' Good Student Discourse (GSD) and students' GSD; in particular, both students and instructors valued effort. I identified four dimensions in instructors' definitions of a Good Student: "engages during class," "puts effort and attention towards coursework," "communicates with the instructor," and "strives to learn (math)." The last dimension was predominantly discussed among math instructors. All instructors discussed their approaches to create conditions that support students' enactment of GSD dimensions, including offering multiple options for students to participate in class and how they reward students by giving extensions on assignments, verbal praise, or grades on assignments. Instructors' GSD also highlighted how power operates in defining, communicating, and enforcing the criteria for being a Good Student. I identified five dimensions of being a Good Student in students' GSD: "attends and focuses during class," "pushes self for academic success," "seeks academic help," "manages time and coursework," and "takes care of self." Students reported that the GSD they hear in college is the same as what they had heard from family members and prior teachers, suggesting Good Student Discourse is systemic in educational systems and embedded in social discourses. Nearly all the students and instructors stated that being a Good Student would result in a good grade most of the time, though several students said that natural ability at taking tests or in a particular subject might be a reason why Good Students are not academically successful. Instructors noted that placement tests and assessment practices might prevent a Good Student from getting a good grade. These findings contribute to our understanding of what is communicated to first-year students about being a Good Student as well as what ideas they bring with them to college. In addition, my study points to ramifications of Good Student Discourse as it can affect students' grades in the course and perpetuate dominant values. I offer recommendations for future research on how discourse operates in education as well as note the need for better professional development in pedagogical strategies and consistent, collegial support for graduate student instructors, such as a professional community of practice. [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.]