First Generation College Students (FGCS) account for one third of all doctoral degree recipients in the USA, however, very little is known about their educational experiences. Using a narrative inquiry approach, this study employed a Cultural Proficient framework to explore the barriers that prevent FGCS from pursuing post-undergraduate opportunities. In an attempt to expand asset-based research, this dissertation applies Resiliency Lens, Critical Race Theory and Socialization Lens to the experiences of six participants to showcase how they've overcome barriers in education. Students in this study identified a lack of guidance as a common theme in both their personal and academic journeys. Stories in the form of poetry were an important tool in helping students reflect on their experiences and introduced a new way of analyzing data through Poetic Transcription Analysis. Participants in this study were successful in navigating higher education as a result of relationships and skills learned from their personal and academic networks. It is crucial for educators to understand their role on campus. When student voice is incorporated into academia through storytelling, First Generation College Students can learn to build resiliency and agency from each other. Students are also more likely to be engaged in the classroom and begin to create the necessary relationships with formal and informal leaders to maneuver through higher education and beyond. [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.]