The North Carolina Community College System (NCCCS) is quickly becoming the first choice for many Hmong students to gain an affordable, high-quality education. However, the Hmong population remains one of the few minority groups who are still first-generation and struggles to be college ready. This study used quantitative and qualitative methodologies to examine the social-ecological factors that impact the success of Hmong students in post-secondary education at a rural North Carolina community college to address four research question. The research questions were developed with the Social Cognitive Theory (SCT) in mind. The research explored differences in social and emotional support, study time per week, duties assigned to Hmong students based on gender and the perceptions of academic support services and how helpful they were to Hmong students. Triangulation was used to validate the findings and significant statements from the one-on-one interviews were directly quoted in the analysis. Results from this study revealed no significant difference in the amount of social and emotional support and study time per week based on gender for Hmong students. Duties assigned based on gender yielded a constant data. Significant differences were found in the aggregated GPA of all Hmong students (3.36) when compared to the small rural NC community college (2.85) and the NCCCS (2.58) average. The Likert-scale showed that 53.8% of the 13 participants were very satisfied and 38.5% were somewhat satisfied with the support services on campus. The top three support services used on campus were financial aid, academic advising, and tutoring. [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.]