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In recent years, American universities have implemented many innovative strategies to enhance the academic success of students, especially those from underrepresented backgrounds. Yet first-generation and/or low-income (FLI) college students continue to encounter barriers to success because they do not have authentic access to digital technology needed to graduate and be career-ready in our rapidly changing economy. This paper analyzes the current state of digital inequity among FLI students at Stanford University. It also reviews existing programs to address digital inequity at California State University, Fresno (Fresno State), the University of Michigan and Bowdoin College and provides guidance on developing a device program. Finally, the paper recommends strategies to better understand digital inequity and to address it in a sustainable way.