As emergent new traditional student groups, such as first-generation and single mother students, increase on college campuses, this study attempts to highlight the voices of single-mother first-generation transfer students. To identify how their motherhood identity has influenced how they navigate the four-year institutional environment. Also, to understand if culturally engaging environments contribute to their persistence at the four-year institution. This qualitative phenomenological case study uses Museus' (2014) culturally engaging campus environment model and Yosso's (2005) community cultural wealth as a conceptual framework to understand the experiences of first-generation single mother transfer students. [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/en-US/products/dissertations/individuals.shtml.]