Success in college is topic that is continually debated and contested, specifically, with respect to identifying how it is defined, operationalized, and fostered. The first-year experience is a phrase used to describe the intricacies and associated issues of being a first-year student in college. This study addressed the limited research and literature illuminating the complexities of creating a critical pedagogical classroom environment that challenges student identity and epistemological assumptions in first-year experience seminars. Furthermore, the relevant literature contains few studies directly pertaining to how this classroom approach may help fulfill institutional and first-year experience programmatic goals. This study aimed to challenge students to examine their epistemological assumptions and identity and to provide insight into how first-year students engage with and respond to a critical pedagogical learning environment. Using case study methodology, I employed critical pedagogy and challenged students to examine their epistemological assumptions and identity. Results from this case study revealed three major themes. The three themes were A Critical Pedagogy of Respect, Caring, and Listening, A Critical Pedagogy of Identity, and A Critical Pedagogy of Dialogue and Analysis. The participating students in this case study, both primary and general participants, responded positively to an instructional technique and curriculum centering on critical pedagogy. In addition, participant response indicated the need for teachers to engage in critical self-reflection, and that teachers need to be more direct in challenging student critical analysis. Conclusions generated from the aforementioned themes support the positive response of participants in a first-year experience seminar. Additionally, how teachers must interrogate their positionality and process the impact teacher positionality has on the learning environment. Moreover, concluding results indicate that first-year students appreciate a learning process that is collaborative, engaging, and reflective, and that works from a critical analytical perspective. [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.]