The effects of childhood adversity on health and socioemotional outcomes have received increasing examination in recent years. However, the impact of childhood adversity on academic outcomes has garnered little attention. This study aimed to explore the effects of adverse childhood experiences (ACEs) on college graduation rates and whether outcomes differed by generational status (first-generation versus continuing-generation students). Further, the role of resilience and discrimination in those outcomes was also explored. Surveys were administered through Amazon's Mechanical Turk platform to participants who had graduated or withdrawn from bachelor's programs in the past four years (n = 365). Structural equation models indicated that for a sample with a high proportion of student-immigrants, there was not a relationship between ACEs and college graduation rates. In this sample, continuing-generation students endorsed higher rates of ACEs than their first-generation counterparts which was contrary to the hypothesized relationship. Resilience and discrimination rates were not predictors of graduation. However, there was a moderation effect between ACEs and discrimination rates, suggesting as ACE and discrimination scores increased, the student was more likely to graduate from college. A subsample analysis conducted on nonimmigrant students (n = 236), indicated higher ACE scores decreased the likelihood of college graduation. ACE scores did not differ by generational status in this subsample. Resilience and discrimination were not direct predictors of graduation rates in either sample. The subsample also presented a statistically significant moderation effect between ACEs, discrimination, and college graduation rates. However, the direction of the relationship shifted indicating that as ACE scores decreased and discrimination experiences increased, the chances of graduation increased. This study offers the first exploration into the effects of ACEs on college graduation rates, which varied greatly by immigration status. Results suggest more research is needed to better understand the role of ACEs on graduation rates. Considering higher ACE rates were connected to increased college dropouts in the nonimmigrant subsample, it could be beneficial for systems of higher education to incorporate trauma-informed models into their settings. Further, considering their person in environment training, social workers are uniquely positioned to contribute as navigators to students during their collegiate journey. [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.]