In this study, we investigated the impact of collaborative learning practices on the academic success of first generation college (FGC) students in one section of a general chemistry course. We implemented group problem solving and group quizzes during the lecture sessions of General Chemistry 1. Our focus was on understanding how FGC students experienced this intervention and benefitted from it, beyond just its impact on their performance in the course. Employing a mixed methods approach, we collected qualitative data through semistructured student interviews as well as group problem solving video recordings and quantitative data on student performance. Our qualitative analyses highlight FGC students' overwhelming appreciation of the collaborative learning intervention for the opportunity to connect with their peers. We show that these peer relationships become crucial supports for learning by providing a safe learning space for students and thereby providing learning opportunities that may not have existed without the intervention. Our quantitative analysis shows a significant reduction in the equity gap between first generation and continuing generation college students in the intervention section, compared to the nonintervention sections of the course. A key insight from our work is the potential of relatively small changes in instructional practices within the classroom that can provide great benefits to historically marginalized student groups.