Adverse childhood experiences, or ACEs, have been shown to have an impact on an individual's mental, physical, and academic health. Specific individuals are more vulnerable to experiencing ACEs than others, and recognizing who these individuals are and when these experiences occur is critical in determining what supports were in place for at-risk first-generation students enrolled in private 4-year institutions in South Carolina. The quantitative research study examines the correlation between ACEs and academic success for first-generation undergraduates enrolled in private 4-year institutions in South Carolina. Forty-five first-generation undergraduate students enrolled in private 4-year universities in South Carolina made up the study's sample. The research study explored the impact of ACEs, academic class, gender, and race on academic success using Pearson's product-moment correlation models. The research study's empirical findings show that there is no statistically significant correlation between ACEs and academic class, gender, or race--factors that have an impact on students' academic success. However, the research study discovered a statistically significant correlation between the supports provided for at-risk (high ACE score) first-generation students enrolled in private 4-year institutions in South Carolina. Eighty-six percent of the sample had at least one ACE, with an average ACE score of 3.44. [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.]