The purpose of this qualitative single case study was to explore how first-year, first-generation minority college students at a large university in North Texas perceived the influence of student support services, student academic services, and social networks on their academic success. Three research questions guided this study: RQ1: How do minority first-year, first-generation college students (FGCS) perceive the influence of student support services (i.e., counseling, financial aid, TRIO) on their academic success? RQ2: How do minority first-year, FGCS perceive the influence of academic support services (i.e., tutoring, writing center, library) on their academic success? RQ3: How do minority first-year, FGCS perceive the influence of social networks (i.e., family, friends, and social affiliations) on their academic success? The study utilized three sources of data including open-ended questionnaires, one-on-one semi-structured Zoom interviews, and a Zoom focus group. The sample consisted of 33 first-year, FGCS participants who completed the open-ended questionnaire and met the criteria of being Black or African American, Hispanic, or Latino. Six students participated in the one-on-one semi-structured Zoom interviews, and six participated in the Zoom focus group, all qualified based on their online open-ended questionnaire responses. Data analysis in this study followed Yin's Five Phases of Data Analysis which revealed four themes: Transition Support, Academic Support Services, Connectedness, and Social Interactions. Study results showed that minority first-year, FGCS perceive that student support services, academic support services, and social networks influence their academic 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.]