Problem: There are many societal, institutional, interpersonal, and intrapsychic factors that prevent first-generation students from college success. Though researchers have discussed a plethora of factors that inhibit first-generation student success in the K-16 pipeline, there has been little research focused on the ways in which this group succeeds in college despite multiple barriers, as well as the impact of precollege programs on their student success in higher education. The purpose of this experimental grounded theory qualitative study was to understand the role and impact of precollege intervention program, Reality Changers, on first-generation student college-going identity, college-staying-identity, and student success. Method: Utilizing a purposeful sample of 25 first-generation students (11 males and 14 females who participated in Reality Changers) and interviews containing a set questionnaire, the researcher sought to understand the role of Reality Changers on their college success. After receiving the elicited documents, participant responses went through the grounded theory process. Results: The study discovered the manner and factors in which Reality Changers contributed to college-going identity, college-staying identity, and student success in college, as defined by first-generation student participants. Participants reported that Reality Changers contributed to 1) increased self-efficacy, 2) increased college knowledge, and 3) persistence mindset (among other factors that contributed to student success). Additionally, the study provides recommendations and suggestions for precollege programs and higher education institutions to better support first-generation student success. [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.]