There has been a growing concern surrounding the psychological well-being within the Chinese American college student population due to the model minority stereotype and familial pressures.Using self-determination theory (SDT) as the primary theoretical lens, this qualitative narrative inquiry study sought to understand the lived experiences of first-generation Chinese American college students. This study explored the impacts of the model minority stereotype and familial expectations on the development of competence, relatedness, and autonomy within this student population. This study incorporated data from phenomenological interviews, participant reflections, and researcher journal reflections. Data analysis produced acts (i.e., themes) and scenes (i.e., subthemes) through the process of two-cycle coding. Findings revealed first-generation Chinese American students felt they were "not enough" (i.e., competence), had complex experiences with forming meaningful relationships (i.e., relatedness), and negotiated expectations with parents (i.e., autonomy). Recommendations for institutions of higher education leadership include culturally competent/relevant student services, intentional relationship building with students, and educational programs for parents. v AcknowledgementsFirst, I would like to thank God for everything. This entire journey would not be possible without your strength, wisdom, and guidance. I would not be here today without the love, kindness, and support of many. I would like to express my deepest appreciation to my committee. Dr. Laureen Chew, for your patience, selflessness, and unwavering support. I seriously could not have done this without you. Dr. Ming-Yeh Lee, for believing in someone such as myself and always seeing the best in who I am. Dr. Kwong-Liem Karl Kwan, for your positivity and sharing your knowledge and experiences with me. I would like to extend my deepest gratitude to my friends,