First-generation, low-income students currently complete higher education degrees at lower rates than their peers. It is well established that focusing on a students' academic and social integration during their first four semesters can aide in their degree persistence. This study aims to provide ways in which higher education professionals can support low-income first-generation students on their path to obtaining a college degree. Specifically, it investigates academic and social integration efforts that aided in their success. To further research the lived experiences of first-generation, low-income students, individual interviews were conducted with nine students at the University of Florida. Student-participant responses were coded and analyzed using NViVo12 software. The findings highlighted several ways in which Student Affairs practitioners can support the academic and social transition of their students. These results suggest that, while each students' integration experience is unique and varied, there are consistent concepts that should be considered when supporting this population of students to degree completion. [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.]