This study examines the effects of social class, race, and cultural capital on academic experience and social belonging at Colorado College. Survey data from a sample of Colorado College students about academic and social engagement at CC is analyzed in an attempt to explore how students are impacted by their social class, race, and cultural capital. Specifically, this study analyzes classroom engagement, intellectual confidence, and social belonging at Colorado College, focusing primarily on how social class and race/ethnicity intersect in ways to affect educational and social outcomes. Particular attention is paid to the ways in which “doubly disadvantaged” students, those who are first generation college students and students of color experience unique challenges at a predominantly white institution. The analysis suggests that first generation students of color face more challenges in the classroom and feel less connected to the student body than their peers. The study’s findings suggest that more attention and support need to be given to the “doubly disadvantaged” to help increase their academic and social engagement at CC. Additionally, this study advocates more research be done on the inequalities that working class minority students face within the education system.