The research problem it is not known if and to what extent the difference exists in self-efficacy and self-reported academic performance for first-generation college students and continuing-generation college students in the United States. The purpose of this quantitative comparative study is to determine if and to what extent the difference exists in self-efficacy and self-reported academic performance for first-generation college students and continuing-generation college students in the United States. The data were collected from the following data sources the Academic Self-Efficacy (ASE) scale measured self-efficacy and the participants self-reporting their GPA which measured academic performance. The study found that first-generation college students had higher self-efficacy and performed equally well academically compared to continuing-generation college students. The ASE scale scores for first-generation students (mean rank = 212.32) were statistically significantly higher than continuing-generation students (mean rank = 178.68), "U" = 22293, "z" = 2.950, "p" = 0.003. Self-reported GPA scores for first-generation students (Mdn = 3.50) were not statistically significantly different than continuing-generation students (Mdn = 3.50), U = 19374.5, z = .326, p = 0.744. The findings and recommendations are that there should be a multi-level approach that involves students, their families, and higher education institutions and staff to work together to support first-generation college students. [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.]