First-generation, freshmen students struggle to complete the financial aid process at a four-year private university in Louisiana, impacting their financial and academic well-being. The purpose of this basic qualitative study was to explore first-generation, freshmen student perceptions of how they construct knowledge about the financial aid process and resources needed to help them complete the process. The conceptual framework of the study was comprised of Piaget's theory of constructivism, which is grounded in the idea of learners constructing their own knowledge based on experience. The first research question addressed how first-generation, freshmen students constructed knowledge about the financial aid process. The second research question addressed what resources students need to help them complete the financial aid process. Purposeful, random sampling of homogeneous cases was used to select participants with whom ten semi-structured interviews were held with enrolled students who had completed the Free Application for Federal Student Aid (FAFSA). Participants' interview responses were thematically analyzed. Results indicated that students' perceptions of the financial aid process and terminology was unclear. Findings from the study revealed that more targeted financial aid resources and workshops were necessary to equip first-generation, freshmen students for better college outcomes. Findings and recommendations for workshops and programs were compiled in a position paper to present to university administrators to inform future policies and programs. Positive social change may result from first-generation students being provided resources that assist them with completing the financial aid process, consequently impacting their financial literacy, and decreasing excess student loan debt.