Completion rates for first-generation community college students continue to be of concern for higher education leaders. Only one out of five students at community colleges obtain their desired degree in three years or less and first-generation students persist less than non-first-generation students. This qualitative descriptive study explored how first-generation community college students described the influence of self-efficacy on the completion of their associate degree. Social cognitive theory provided the theoretical framework for this study. Convenience sampling was used to identify 15 graduates from an urban southwestern community college. The data sources were semi-structured individual interviews and focus groups. The six-step thematic analysis was used for this study. Findings revealed that first-generation students entered college with low levels of self-efficacy, and they encountered high levels of mental health challenges such as anxiety and depression. Graduates shared that successful course completion, making friends in college, and participating in group work in class increased their self-efficacy. In addition, graduates shared that the faculty were the group that most significantly influenced their decision to persist. Family support was the second most influential group that increased their self-efficacy. Future research on non-first-generation students, university settings, and using a narrative design is recommended. Lastly, faculty training on how to support first-generation students and mental health resources for students are suggested strategies for community college leaders. [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.]