As first-generation students enter the workforce and traverse through their careers, their work supervisors are solidly positioned to positively influence their experiences. There is very little literature to be found that addresses the professional experiences of first-generation professionals in relation to their supervisors. The purpose of this exploratory study was to learn, directly from first-generation professionals working in higher education, what they believe they need from their supervisors to support their well-being and success. This research also sought to discover how important participants thought that each need statement was, as well to gain insight to what extent the identified needs are being met. This study utilized a web-based concept mapping methodology that employed both qualitative and quantitative data collection and analysis. The findings of this study indicate that first-generation professionals have identified six need areas that supervisors can address to support their well-being and success. These are (a) Professional Growth and Development; (b) Institutional Onboarding; (c) Guidance and Understanding; (d) Communication and Feedback; (e) Humanity; and (f) Cultural Intelligence.This study contributes to the field of practice in higher education because it has empowered first-generation professionals to identify their unique needs specific to supervision. Equally important, garnering this information from first-generation professionals better informs supervisors on what this population needs, and offers suggestions on how these needs can be met. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu). [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.]