The purpose of this qualitative study, using an interpretivist phenomenological approach, was to gain an understanding of experiences of first-generation college students at a mid-sized, private, religiously affiliated institution that allowed them to thrive. This was accomplished by utilizing two rounds of semi-structured interviews, with questions designed to gain a deeper understanding of the participants' experiences. The first round focused on gathering information, while the second served for member checking of data and preliminary themes. The interviews were dedicated to exploring elements of thriving may have been experienced: (1) academic thriving?-- academic engagement and performance; (2) interpersonal thriving?--?relationships?and connectedness; and (3) intrapersonal thriving?-- psychological well-being?(Schreiner, 2010a; Schreiner, 2010b; Schreiner et al., 2012).The main research question that guided this study was: What experiences allow first-generation college students at a mid-sized, private, religiously affiliated institution to thrive? Critical data was identified, and six themes emerged to support the purpose of the study. Themes included: Ability to Self-Advocate When Help is Needed; Possessing Confidence and Positive Mindset; Managing Time and Planning Effectively; Creating Support Networks; Motivated by Faith and Spirituality; and Determination to Succeed and Create a Better Future. This study highlighted the importance of exploring the first-generation college student population from an asset-based approach, and revealed findings which support first-generation college student success. A conceptual framework was identified which could be applied to this approach. Ways in which the literature could help elevate this population were identified, portraying them as the diverse, multifaceted, resilient scholars that they are, when provided with the right programs and services for support. As the number of first-generation college students continues to grow nationwide, it is imperative that higher education administrators understand ways to best support this population to increase their overall success and degree attainment. While much research on first-generation college students highlights the challenges they experience, this study focused on their successes, not only their ability to survive college but to thrive. The study serves as a call to action for higher education to prioritize programs, services, and resources at their institutions in support of ensuring first-generation college students thrive and achieve 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.]