This research explores the lived experiences of junior and senior undergraduate student subjects from the FGLID (First-Generation, Low-Income, and/or Disabled) community facing significant barriers in the realm of higher education. The challenges contribute to the broadening of the educational gap, observable in lower graduation and persistence rates compared to non-FGLID peers (Jeong et al., 2023; Longwell-Grice et al., 2016; Mikell & Davis, 2022). The study follows a descriptive qualitative research design and provides insights into the lived experience of FGLID participants through a semi-structured interview process. This study employed a strength-based approach (Weick et al., 1989) and was guided by Chickering and Reisser's (1993) theory of student development which focuses on the seven vectors of identity development as well as the impact of environmental influences. Results generated 26 codes, with the top nine most prominent emerging as significant in theme generation. Participants' contributions revealed three central themes in understanding the lived experience of FGLID students and factors contributing to their ability to persist: (1) the state of social capital, (2) the existence of a resource framework, and (3) the process of identity formulation. These themes, while affirming aspects of Chickering and Reisser's (1993) framework, also highlighted areas where further exploration is needed such as deeper exploration into the sub-demographics of the FGLID population, exploring the impact of the physical environment, and seeking to understand the correlation of the grief processes in the development of identity and one's ability to navigate challenges. Keywords: first-generation, low-income, disability, identity development, seven vectors, social capital, resources, identity