This qualitative phenomenological research study explored and examined the lived experiences of first-generation student-athletes' motivations to achieve academic success, whether goal-setting impacted their academic success, and whether university services support their academic success. This study needed to be conducted as there was limited research relating to first-generation student-athletes. The qualitative analysis provided individual stories and experiences of 16 (12 males, four females) first-generation student-athletes from a private Midwestern university. The research site has an open-enrollment policy, and first-generation college students had never been identified or tracked prior to this study. The study's findings revealed seven themes: athletic coaches' support, relationship with faculty/program director, relationship with academic advisor, self-efficacy, scholarship, utilizing downtime, and value of academics. The research revealed what these students perceived as essential to achieving academic success. The theoretical framework used two theories: Locke's (1968) Goal-Setting of Motivation Theory focused on self-efficacy and persistence and McClelland's (1988) Need for Achievement (nAch) Theory focused on student retention, academic engagement, and goal achievement. Recommendations and future research are discussed. [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.]