As first-generation college students continue to make up sizable populations on college campuses (RTI International, 2021a), a better understanding of their unique experiences is needed. As research has shown the effectiveness of internship experiences on post-college outcomes (Blau et al., 2021), first-generation college students may have the most to gain from meaningful and impactful internships. However, first-generation college students currently participate in internships at lower rates than their continuing-generation peers and don't reap the benefits of this particular high-impact practice (NACE, 2020). To gain information to better support these students, the current study was undertaken. This study utilized a qualitative approach of collective case study to better understand the experiences of first-generation college students engaged in internships. To explore both meaning-making and support structures within internship settings, 12 first-generation college students from a large research institution in the Southeast United States were screened, interviewed, and wrote reflections on their experiences. These students found meaning in their experiences by situating the self within both individual and community-oriented contexts as well as employing a variety of learning processes in their internships. They also developed a professional skillset as a resource during the internship process while relying on other people in a variety of contexts for support during their experiences. This better contextual understanding of the first-generation college student internship experience can provide insight for internship hosts, internship instructors, and higher education institutions more broadly. [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.]