A growing number of college students today are First-Generation. First-Generation (FG) college student experiences and performance on student success measures differ from their peers whose parents have earned college degrees (Astin, 1975; Chen & Carroll, 2005; Ishitani, 2006; Pascarella et al., 2004). The purpose of this quantitative study was to understand differences in students' perceived frequency and effectiveness of their interactions with their academic advisor, participation in High Impact Practices (HIPs), GPA, and aspirations beyond a bachelor's degree among FG and non-FG college students. This study further examined the role of academic advising in terms of frequency and effectiveness in students' HIP participation, GPA, and higher degree aspirations beyond a bachelor's degree, specifically for FG college students. The study used a secondary data analysis of data collected from a 20% random sample of participants from the 2016 and 2017 National Survey of Student Engagement (NSSE), including the Academic Advising Topic Module. Results from independent samples t-tests found FG college students to have lower participation levels in HIPs, lower GPAs, and lower odds (45%) of higher aspirations for a degree beyond a bachelor's degree when compared to non-FG college students. No difference was found in the frequency of academic advising interactions among FG college students and non-FG college students. Results from an exploratory factor analysis indicated strong relationships among all nine effective academic advising functions examined for all students, leading to the conclusion that effective academic advising is beneficial for all students. Results from the multiple-group path analysis suggest frequency and effectiveness in academic advising to have effects on HIP participation and student success measures for FG college students. The results of the current study have theory and practice implications for higher education leaders, faculty, and academic advisors related to college student involvement and the success of First-Generation college students. Therefore, universities are encouraged to develop, implement, and assess policies and practices that help enhance student and advisor interactions, which will lead to an increase in HIP participation and thus further students' success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]