In this research brief, the authors describe efforts of a longstanding Research Practice Partnership (RPP) to study and improve the UCLA Community School’s college going culture. As undergraduate research interns at the school, the authors co-designed, taught, and studied  a culturally-responsive college transition curriculum to support first-generation students’ development of college navigation knowledge and skills, critical consciousness, and connections with family and community during their college journey. This RPP Brief highlights mentorship practices and lessons learned, in hopes of informing how higher education institutions can strengthen partnerships with K-12 schools to support the college transition of first-generation students of color.