First-generation college students face internal and external obstacles impacting their persistence and degree completion. This study examined what positive and negative factors and to what degree these factors impact first-generation college students' persistence and degree completion at the Appalachian institution based on academic classification (first-year, sophomore, junior, senior). The study also examined if first-generation college students would participate in support programming and their preferred program modality. Utilizing a mixed methods design, 251 first-generation college students completed an online questionnaire, and 18 first-generation college students participated in at least one of two focus groups. Overall, the results suggest that financial aid hindered, while motivation aided, the Appalachian institution first-generation college students' persistence and degree completion. Varying factors were barriers to different academic classifications. Negative factors by academic category include social integration (first-year students) and motivation (sophomore, junior, and senior students). Positive factors by academic classification include family support (first-year students), financial aid (sophomores and seniors), and student-instructor relationships (juniors). The results suggest that the institution should develop support programming based on overall and academic classification of positive and negative factors to assist first-generation college students' persistence and degree completion at an Appalachian institution. [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.]