This study uses cultural capital theory as an analytical frame to investigate first-generation students' sense of belonging at university. The purpose of this study was to examine first-year students' perceptions of their sense of belonging by exploring the extent that they perceive a sense of belonging, whether they perceive barriers to their sense of belonging when commencing university, and the forms of institutional support that they perceive contribute to their sense of belonging at university. The qualitative study involved primary data based on 11 semi-structured in-depth interviews with first-generation students who had completed their first semester of study at an Australian university. Findings from the study indicate that students' sense of belonging varies depending on the context, and it develops through building connections with faculty and peers. Barriers included practical challenges such as financial insecurity and the impact of work, and academic challenges, including the capacity to study and manage their university program. Faculty were crucial in establishing students' sense of belonging and facilitating peer connections through in-class engagement activities. Institutional supports, such as a transition program, helped students understand university study requirements and may improve their sense of belonging as they acquired new forms of cultural capital. The study's recommendations were to support faculty to support first-generation students, offer a transition program to support academically underprepared students or those who have had limited opportunity to acquire cultural capital, and establish an equity-centric integrated support model. [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.]