This dissertation investigates first-year college students' academic, personal, and spiritual expectations at a Utah university, focusing on the available resources to help them meet these expectations. Using a qualitative descriptive approach, the study highlights the gap between students' anticipated and actual experiences, significantly contributing to higher attrition rates. It explores three main questions: students' perceptions of their expectations, the resources that assist them in navigating these expectations, and ways to enhance support systems to improve persistence and reduce attrition. Data collected through semi-structured interviews and questionnaires with twelve participants aged 18-24 undergo thematic analysis. The findings reveal that discrepancies between expected roles and actual experiences significantly affect students' academic performance, social integration, and spiritual health. The study urges educational leaders to create comprehensive support systems addressing the holistic needs of first-year students, providing valuable strategies to enhance their experience and improve retention and success. [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.]