This quantitative study examined non-TRIO participating first-generation college students' graduation rates and the impact of academic and social integration in one community college setting. This study used archival data to analyze tutoring, purchasing a meal plan, and living in campus housing. The study used Tinto's (1993) Model of Student Departure theoretical framework as a lens to analyze the data. The study used this framework to identify the variables used in the study through the formal and informal integration practices. The independent variables were tutoring, living in campus housing, and purchasing a meal plan and the dependent variable was non-TRIO participating first-generation students' graduation rates. The study supported Tinto's (1993) Model of Student Departure framework by finding that academic and social integration can enhance non-TRIO participating first-generation college students' graduation rates from a community college. [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.]