Asian Americans are the third largest and one of the fastest-growing racial groups in the U.S. Though they may not be the largest racial ethnic minority on college campuses, they are characterized as high achieving students who persist onto graduation. This portrayal has led to this group of students being under researched. Even more so when they are studied, they are lumped into this assumed homogenous group that could mask issues of certain sub-Asian groups and/or ethnicities, that could skew how student affairs practitioners understand how students who hold these identities persist on a college campus.  When discussing student persistence, sense of belonging on college campuses has emerged as key concept due it is positive link to student persistence, particularly for students of color. Building on empirical research of students that explored how environments impact student persistence, this quantitative study examined the environments that relate to sense of belonging for first-generation Asian American college students. Using existing data collected from the American College Health Association (ACHA) through their National College Health Assessment (NCHA), a methodological framework used Astin’s (1994) Input-Environment-Output (I-E-O) model along with a theoretical framework of Strayhorn’s (2012) sense of belonging model was applied to a stepwise regression model to examine the research question. Results demonstrated that there was a positive relationship to sense of belonging for first-generation Asian American college students (along with first-generation East Asian, Southeast Asian, and South Asian sub-groups) when they had the opportunity to socialize with friends, participated in student organizations, along with spending time with their families. Additionally, psychological wellbeing and mental health also showed a positive relationship. Inversely, the results demonstrated a negative relationship to sense of belonging when they were faced with challenges, stress, and loneliness. The results of this dissertation can inform student affairs practitioners to change their approach to their work from an assimilation lens to an acculturation approach that creates intervention strategies that specifically target first-generation Asian Americans and subsequent sub-groups. As enrollment of first-generation Asian-American continue to grow on college campuses, it is the hope that empirical research on this specific student population, more importantly, specifically sub-Asian groups, but even better, specific Asian ethnicities also grows so as to better inform practice for student affairs professionals in fostering a sense of belonging on college campuses.