The purpose of this qualitative phenomenological study was to discover, from the First-Year Experience student perspective, how the course might be improved to better meet their needs in the post-pandemic environment. The transitional experiences of first-year college students and best practices for the First-Year Experience course curriculum have been analyzed and evaluated for decades. However, as the world, and thus our students' experiences, have been impacted by the COVID-19 pandemic, the transition to college has become more complex. Students are not only experiencing the traditional issues experienced during this phase, but they have been compounded by the increased struggles with mental health issues such as stress, anxiety, and loneliness, as well as financial hardship and a lack of academic preparedness. As identity development has been proven to positively impact college students' overall well-being, it is essential to consider this in the development of the First-Year Experience course curriculum. Therefore, Chickering and Reisser's seven vectors of identity development theory were used as the guiding framework for the study. The research questions revolved around what issues students face in the post-COVID-19 environment, what aspects of the First-Year Experience course were beneficial, and how the course could better prepare students for the current challenges. Through semi-structured interviews with 12 participants, this study found that campus connections (resources, peers, and faculty), effective advising, and a well-designed course curriculum were essential. Overall recommendations for practice note that instructors and administrators need to reassess courses to ensure that they meet students' needs and that the lessons and activities bring value to the student. Recommendations for further research should assess the evolving structure of the First-Year Experience course to support student identity development and how to incorporate psychological well-being components into the course. [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.]