Many conceptual and theoretical frameworks in education research tend to value social and cultural capital from the most privileged groups and focus on what people from marginalized groups are "lacking." This kind of research often employs a deficit model of understanding the experiences of people marginalized in education. To fully understand the academic experiences of students from marginalized groups it is crucial to focus on the capital these groups use to overcome challenges. The Community Cultural Wealth (CCW) framework values resources Communities of Color have to help them through various systems such as education. The goal of this project is to understand which forms of CCW students utilize when deciding to pursue graduate education in physics and when they face challenges while in graduate school. To do so, we conducted semi-structured interviews with participants in physics bridge programs from 4 different institutions, and used qualitative coding to identify examples of each of the 6 types of CCW at three different time frames: pre-college, deciding to pursue graduate school, and during graduate school. Our analysis of the data showed that students used familial and aspirational capital during their pre-college experience and navigational and social capital when deciding to apply for graduate programs. Students tended to utilize familial, social, and navigational capital once in their program. We also highlight the impact of family and socioeconomic and ethnic background on experience of students in the APS Bridge Program.