This study examines the ways in which a support and retention scholarship program (College Assistance Migrant Program--CAMP) mediated the first-year college experience of three situationally marginalized, female students of Mexican descent. Findings suggest that educators at all levels of schooling should create opportunities for this population of students to participate in supportive teaching-learning communities. Such communities that practice and promote academically and personally empowering interactions can help these students overcome obstacles and learn to become successful students. (Contains 1 table and 2 notes.)