Academic dismissal resulting from poor scholastic achievement is an unfortunate reality at American universities, and one that involves students, faculty, and academic advisers. This chapter analyzes learning outcomes of the academic dismissal process for first-generation college students (FGS) resulting from a year-long study conducted at a midwestern research university. Although this study's data are particular to this university, the research addresses widespread first-generation issues. This study deals only with students who appealed for reinstatement. The authors found that the experience of academic dismissal for FGS differs from that of non-FGS in that the FGS cited wrong course choices, inability to examine personal strengths and weaknesses, and not seeking academic help as reasons for dismissal. FGS who appealed the institution's dismissal decision indicated that if permitted to re-enroll, they would become more involved in campus and seek faculty contact; these behaviors, the authors suggest, are crucial for the students' academic success.