Understanding first-generation African American students' experiences in their journeys to graduating from a 2-year community college is key for educators, staff, and college administrators to best serve the students in this demographic. The problem addressed by this descriptive qualitative study was that first-generation African American students at the 2-year community college level do not graduate at the same rate as other students. The purpose of this descriptive qualitative study was to examine the barriers affecting graduation experienced by first-generation African American students at the 2-year community college level. A qualitative research methodology with a descriptive design was employed. Qualitative methodology and descriptive design provided insight into the participants' experiences and developed knowledge that helped interpret the meaning created by individuals interacting in their world. The population was first-generation male and female, African American students at the 2-year community college located in the southeastern United States. A purposive sampling strategy was used to find 14 participants, 11 who were first-generation, African American, and in their last term or preparing to graduate and three who were advisors. Semi-structured interviews conducted via video conference were used to collect data. Thematic analysis was used as the data analysis strategy to transcribe, organize, and code the data. Using thematic analysis, four themes emerged: (a) life experiences create challenges for college and career planning; (b) participants reported being confused about how to navigate college resulting in a range of emotions; (c) time management and organization are skills needed to overcome barriers that affect students graduating college; and (d) race-related encounters impact students' expectations about college. Student experiences and advisor perspectives were offered. This study is significant due to the uses that could be beneficial to African American students and college administrators. Implications for college administrators and policy makers are included. [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.]