The purpose of this study was to examine the first-year seminars and academic advising on academic achievement with first-year college students. The researcher investigated this mixed-methods research design to explore the relationship and differences between first-year seminars and academic advising with first-year college students. The data implied that completing the first-year seminar had a variety of positive benefits. This study found a meaningful influence on the participation in a first-year seminar course and found a significant difference between students enrolled in a first-year seminar course and math learning support, then those who were not enrolled in a first-year seminar course. [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.]