Even though individuals now have increased access to higher education, first-generation college students (FGCS) remain disadvantaged. Without prior college exposure, experience, or a college-going family tradition, FGCS face challenges navigating higher education institutions which can lead to decreased college retention and completion rates. Previous studies indicate that enrollment rates for FGCS have increased; however, graduation rates for FGCS remain low. This study investigates the risk factors that impact FGCS through the lens of FGCS themselves as well as the types of support institutions of higher education can provide at the student, faculty, and institutional level to strengthen student success and close achievement gaps. Self-report online surveys were collected from 100 participants who identified as FGCS. The survey consisted of closed-ended multiple choice questions and open-ended fill-in-the-blank questions which allowed participants to provide narrative of their lived experience. Findings from this study showed several emerging themes including: (1) the impact of high school preparation; (2) the impact of receiving family support; (3) the impact of participating in campus activities; and (4) the impact of utilizing student support services on enrollment, retention, and graduation rates. We conclude additional studies that explore strategies to engage with the parents of FGCS might be useful in creating initiatives and best practices for educators to strengthen student success of FGCS. [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.]