In this descriptive study, I examined data from the Bill and Melinda Gates Millennial Scholars Cohort 3 Survey Data whom are high- achieving, low-income, historically marginalized college students, to identify the unique characteristics of students whose parents have not attended college. More specifically, academic preparation, academic transition, academic and social integration, and academic outcome patterns were analyzed to examine differences between student whose parents never attended college to students whose parents attended but did not graduate. "True" FGCS, students whose parents never attended college were compared to students who reported that at least one parent attended but did not complete college. This study addressed a significant void in prior research with respect to the need for a clearly established FGCS definition. Bourdieu's social and cultural capital framework is the theoretical foundation for this study because his theory is useful in analyzing the unique characteristics of historically marginalized FGCS, especially "true" FGCS, and their academic outcomes. While social and cultural can be acquired, Bourdieu asserted those with high socioeconomic backgrounds and affiliation with dominant institutional culture would possess greater capital. This capital advantage is characterized by having a knowledgeable and well-connected environment that stems from financial privilege and manifests itself in certain ways for capitally privileged college students. The application of Bourdieu's theory to historically marginalized "true" FGCS characteristics can help advance our understanding of their academic outcomes. [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.]