After completing the first-year seminar, this qualitative research study explored traditional first-generation students' lived experiences in their sophomore year. The second year of college is primarily viewed as challenging and difficult for sophomores. Nevertheless, colleges and universities tend to provide less support to sophomore students than they provided in their first year. This narrative inquiry used Schaller's sophomore development theory as the theoretical framework to understand the lived experiences of ten students at a private liberal arts college in the Midwest. The research data were derived from in-depth individual interviews. In addition, an analysis of the qualitative data was used to understand their experiences in the second year. The study's findings showed that traditional-age first-generation sophomores move through developmental stages and need support beyond the first year. Furthermore, the study revealed that while these students underwent developmental changes and met academic expectations, the support and guidance lessened. The findings provide higher education leaders with information about this population of students, offering suggestions on programming and services to promote persistence and retention relevant to traditional-age first-generation students. [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.]