Increasing access to higher education for underrepresented populations has been a goal for institutions for approximately sixty years (Tinto, 2004). Higher education institutions were successful in broadening access and diversifying the college student population, including higher enrollment of first-generation college students. The literature is explicit in its findings that postsecondary institutions are not as successful in providing first-generation college students with equal opportunities as it relates to available resources that promote persistence in higher education environments (Brock, 2010; Engle & Tinto, 2008; Tinto; 1993). This study examines characteristics of first-generation college students, barriers to retention of first-generation college students, goals of TRIO-Student Support Services, supports provided to first-generation college students through TRIO-Student Support Services, social capital, cultural capital, self-efficacy, student retention theory and theory of student involvement's contribution to the knowledge of retaining first-generation college students. The overarching research question is "How does participation in TRIO-SSS influence the social capital, cultural capital, and self-efficacy of 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.]