Non-traditional college students benefit from unconventional teaching methods. Hispanic students now attend colleges and universities in growing numbers, and still this demographic is the least likely to earn a postsecondary credential. Due to the projected growth of the nation's Hispanic population, efforts to support the success of first-generation Hispanic students, particularly during their transition to college, are at the forefront of educational initiatives. One method, garnering attention for its success with non-traditional students, employs affirmation academically, interpersonally, and socially to bolster student self-efficacy. The problem addressed in this study is the need to confer degrees to first-generation Hispanic students. The purpose of this qualitative phenomenological study was to explore the transitional experiences that affirm first-generation Hispanics students' abilities as learners in college through academic, interpersonal, and social relationships, highlighting those that propel them toward earning a postsecondary credential. The participants of the study were six first-generation Hispanic college students who were previously enrolled in the Advancement Via Individual Determination College Readiness Program for at least their junior and senior years in high school before graduating from the North Texas school district and transitioning to colleges and universities. Results reveal six main themes: determination, role-modeling, support, engagement, application of knowledge, and appreciation for the AVID College Readiness program. Recommendations for secondary college readiness program implementers and stakeholders and postsecondary institution faculty and staff are proposed to facilitate the retention of first-generation Hispanic college students. Recommendations for future research include further study in the North Texas area with larger numbers of participants from multiple school districts and studying the impact of AVID schoolwide on first-generation Hispanic students who are unable to make room for the AVID elective in their schedules. [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.]