Research suggests that first-generation college students are less likely than their non-first-generation peers to persist to graduation. Impediments to persistence in college education include a lack of knowledge regarding navigating the college system, obstacles with the campus environment, inadequate academic preparation, and lack of family support. First-generation college students often lack skills, knowledge, and abilities that may aid in their success and retention, yet some find adaptive strategies that propel them to graduation. A phenomenological qualitative method employing personal interviews was used to gain insight into the experiences of first-generation college students currently in community college. There are factors in the experiences of first-generation college students that can provide information helpful to educators that may improve the type and quality of services that may contribute to persistence to graduation for this population. Results of this study showed that first-generation college students feel unprepared for college and do not understand college processes. They have competing demands on their time, need institutional as well as family support, and must develop new time management strategies. After some initial successes in college they experience increased self-confidence, and great personal pride in their accomplishments and in providing a role model for their children and others to emulate. [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.]