College integration, specifically the first year of college for diverse first-generation college students (FGCS), has been a topic of research in the field of postsecondary education for the last two decades. Postsecondary research has established a connection between inadequate college readiness and poor persistence, resulting in diverse FGCS not graduating. Diverse FGCS are individuals whose parents never attended a college or university and are more vulnerable to college integration due to their documented barriers and adversities. The problem addressed in this study was diverse first-generation college students frequently have lower college readiness skills than their peers, resulting in a lower first-year persistence rate, and in many cases, leading to leaving college without a degree. The purpose of this qualitative phenomenological study was to examine their lived experiences with college readiness and persistence during the first year at a 4-year public college in Tennessee. Adler and Kwon's five tenets of social capital served as the theoretical framework to explore sample students' perceptions. Six students responded to a semi-structured interview, and two students participated in a focus group, sharing their experiences of their first year at college. The data collected were coded using NVivo software and analyzed using thematic analysis, resulting in one theme for research question 1 and four themes for research question 2. Study findings indicated college readiness for diverse FGCS starts during the K-12 learning environment and is needed for academic success and persistence is developed through self-agency, parental encouragement, compartmentalizing stress emotions, and a sense of belonging from the institution's cultural environment. Recommendations include formalizing K-12 college readiness education and assessing protective factors for first-year persistence. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]