The purpose of this quantitative comparative between-groups study was to assess if and to what extent differences exist in achievement emotions and adaptability between first-generation and second-generation undergraduate college students who transitioned to online courses as a result of the COVID-19 pandemic at a higher educational institution in the United States. This study was based on the Life Span Theory of Control and The Control Value Theory. This study was conducted with a sample size of 157 participants gathered from the online survey platform Centiment. Data was collected using The Achievement Emotion Questionnaire and The Adaptability Scale. Utilizing an independent t-test, this study's results demonstrate no significant differences in achievement emotions of first and second-generation students before and during the transition to online learning. The results of this study also do not demonstrate significant mean differences in adaptability between first and second-generation before the transition, however, there are significant differences in adaptability between first-generation (M = 5.06, SD = 1.09) and second-generation (M = 4.53, SD = 1.26) students; t(155) = 2.86, p = 0.006 during the transition. These research findings are relevant to differences in first and second-generation students seeking to address how the educational systems can better prepare first-generation students for college. [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.]