The purpose of this narrative inquiry study was to understand the experiences of first generation working class students/graduates as they navigated the transition from the K-12 system into the postsecondary degree-granting institution. This study aimed to explore the academic preparation, including the attainment of social and cultural capital, for First Generation Working Class (FGWC) college students while focusing on equity and access during the transition to higher education. Utilizing a qualitative approach, eight interviews were conducted with postsecondary students, to glean insights into the specific nuances of how capital was acquired and utilized during the transition to higher education. All of the FGWC participants who participated in this study told stories about experiences in which they struggled to navigate network relationships and shared capital of first-generation, working-class college students/graduates. Results from the current study resemble those exploring first-generation working-class students, social and cultural capital and network relationships. First-generation working-class college students and institutional agents must work together to provide social and cultural capital while increasing access to valuable networks of relationships. [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.]