Freshman seminar courses aim to address dropout rates, college achievement, increase persistence rates, and student adjustment in approximately 94% of colleges and universities in America. First-generation college students make up nearly a third of higher education students and are likelier to drop out of college within the first 2-years of attendance. Despite extensive research that indicates first-year seminar successes, 16% of students entering 4-year institutions fail to make it to their second year, and there is little supporting data at the university examining freshman seminars and the persistence of first-generation students, which is the problem highlighted in this study. This study employed a qualitative interpretive phenomenological approach to understanding first-generation college students' perceptions of freshman seminars and the perceived influencing factors of freshman seminars that lead to academic persistence among first-generation college students. Participants included eight first-generation college students at a medium-sized public university in Northwestern Tennessee. Participant data were collected and analyzed using semistructured interviews with first-generation college students through open and closed-ended questions. Findings indicated (a) campus culture and student awareness of their college experiences significantly impact student persistence and academic success; (b) the freshman seminar course promotes academic success; and (c) the freshman seminar course adds value to transitioning first-generation college students. Recommendations for practice include evaluating current and future student success programs through the theoretical lens of SCT and self-efficacy to include the entire campus community interacting with the student body to enhance the transitional experience. [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.]