Students identified as first-generation often intersect with other factors such as enrollment in community colleges, low income, minority ethnic and/or race identities, low expectations of college-going, and less academic preparation (Cataldi et al., 2018; Redford & Mulvaney-Hoyer, 2017). In 2015, national completion rates in the United States for bachelor's degrees was nearly 40%. The importance of discovery related to student persistence cannot be overstated due to the current reality for all community college students. Although associate degree attainment has continued to grow steadily since the 1950s, the demand for postsecondary education in the workforce has also continued to increase (American Association of Community Colleges, 2017). Tinto (2017) argued much more attention has been given to student retention based on studies of institutional action; however, less has been given to the student perspective, which he emphasized as persistence to completion of the degree. This distinction is significant as institutional motivations to provide quality instruction and a wide range of student support services should be informed by the students' perspective on what promotes their motivation and interest in persistence. This study used a hermeneutic phenomenological method to understand the successful first-generation community college (FGCC) students' lived experience of becoming a college student with its attendant growth of identity, belongingness, and self-efficacy. [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.]