Generation 1 learners are multilingual, adult-arrival, immigrant students who begin their U.S. education in adult ESL. With their nontraditional academic backgrounds, these learners often require support when beginning postsecondary education; however, postsecondary learning assistance professionals may not understand these learners' unique needs and strengths. This multiple case study explores five learners' experiences accessing learning support during their first term in developmental education courses. Findings indicate that, although the learners were highly motivated to seek help, they remained confused over the roles and expectations of learning support professionals. Furthermore, support staff required additional knowledge and cultural competence to assist these students.