This phenomenological study explored perceived first-generation college student retention at a Texas four-year higher education institution post-vertical transfer. The participants in this study consisted of 12 full-time and part-time students who identified as first-generation college students and had vertically transferred from a two-year higher education institution. In addition, participants transferred between 35 and 120 academic credit hours from a two-year higher education institution and had been enrolled for at least one academic semester at their four-year higher education institution. On-campus and virtual semi-structured interviews were conducted and analyzed, which resulted in major themes. This study revealed academic and social integration are crucial to retaining first-generation college students post-vertical transfer. In addition, this study identified key support services that the population perceived as the most beneficial in aiding their retention. As a result, this study's implications can aid four-year higher education institutions in developing effective practices and programs to retain and support first-generation vertical transfer 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.]