Summer Bridge Programs (SBP) provide students with academic and social resources that build a support network to facilitate college transition, yet research has focused on quantitative studies. The purpose of this study was to identify how the Summer Bridge Program (SBP) at a predominantly white university (PWI), CU Boulder, helps Latinx first-generation college students develop different types of capital and remain at the university with the desire to complete their college degree. A qualitative study using interviews collected data about the participant's forms of capital utilizing Yosso's (2005) Community Cultural Wealth model of six forms of capital (aspirational, linguistic, familia, social, navigational, resistant). The current study asked what do Latinx first-generation college students perceive as strengths and challenges/barriers to their college experience, what types of capital does the SBP help develop among Latinx first-generation college students, and what do Latinx first-generation college students identify as missing from the SBP. Findings indicate that Latinx first-generation college students do identify strengths and challenges to their college experience. The three primary strengths that Latinx first-generation college students identified in their college experience were family support, peer support, and finding a supportive resource community. The three primary challenges/barriers that Latinx first-generation college students identified are the effects of English Language Learner classes before college, financial responsibilities, and an unwelcome campus. The findings indicate overall Summer Bridge Program has an impact on Latinx first-generation college student's forms of capital (aspirational, linguistic, social, familial, navigational, and resistant). Results from the findings indicated that SBP students wanted the program to provide resources on mental health issues and more support to address culture shock in the transition to college. The study offers insights on how the SBP and university can address these student's experiences by the following recommendations, which are to increase scholarship money for participants, tuition paid classes, hire more diverse faculty, embrace the Community Cultural Wealth model, increase multicultural leadership curriculum, hire an additional staff to expand the program, and ultimately develop a Latinx center. Implications for future research are also discussed. [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.]