The purpose of this mixed-methods program evaluation was to assess how first-generation students related their participation in the Success Program at LU with their sense of belonging. I used the CIPP model to conduct the mixed-methods program evaluation. The evaluation questions were: (1) To what degree do first-generation students who participate in the Success Program report a sense of belonging? and (2) What components of the Success Program do first-generation students find meaningful, based on student perspectives? The General Belongingness Scale (GBS) was used to collect quantitative data by measuring the levels of sense of belonging reported by program participants. Qualitative data were collected through in-depth interviews with nine participants who possessed varying levels of belongingness, based on their GBS scores. The quantitative component of the evaluation found that student respondents possessed positive levels of sense of belonging to the program. The qualitative identified which components of the program were meaningful to students. The two emerging themes included: (a) The meaningful components of the program were activities that enabled students to interact with others, and (b) students found activities were meaningful because they were provided in an encouraging environment. [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.]