Despite an increase in the number of first-generation college (FGC) students enrolling in four-year colleges and universities, there continues to be a decrease in the number of FGC students who are graduating with undergraduate degrees. While 59% of all students who enroll in four-year colleges and universities graduate, 89% percent of low-income FGC students do not receive an undergraduate degree in six years and a quarter of those students do not persist past their freshman year. Research demonstrates that one of the more consistent elements of a student's experience during college is academic advising and that the type of advising a student receives could be a determining factor on whether a student decides to persist through college. This qualitative research study explored, examined, and described the experiences FGC students had with developmental academic advising during their freshman year and how these experiences contributed to the student's decision to persist to his or her second year. The sample size consisted of 11 FGC female sophomores who had attended college at the research site during their freshman year and had experienced a variety of advising interventions. Some advising had been delivered by staff advisors, some by faculty advisors, and some through an external coaching program that was funded through a five-year grant program. Only females responded to the invitation to participate in the study. Data collection was conducted using semi structured interviews and field notes which were taken during the interviews. Data were transcribed, analyzed, and coded into themes. The themes that emerged from the data included a positive response to developmental academic advising through an external coaching program, an appreciation for faulty advising and support, and, a disconnect between students and staff advisors and between students and the established student cliques on campus. It was found that FGC students who had meaningful experiences with faculty advisors or coaches reported that those experiences contributed to their persistence to their second year of college. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]