Minority retention and graduation, specifically concerning first-generation Latino college students, is one of the current challenges facing higher education institutions in the 21st century. Research indicates that Latino students are not graduating or obtaining success at the same rates as other ethnic student groups although these students' enrollment rates are comparable to other students within both community colleges and four-year institutions. Higher education leaders are challenged on how to best approach and fully understand these students' needs to navigate college independently, achieve academic success, and persist toward graduation in a stable, supporting environment. The influx of Latino individuals in the U.S. has posed increased concerns for first-generation Latino college students who strive to attend and graduate from college with skills, expertise, and training adequate to aid this country in a competitive global market. Therefore, it is important to explore the intrinsic motivation of successful Latino college students and thereby assist leadership practitioners who support these students as they integrate, engage, and persist within a higher educational setting. In this qualitative study, semi-structured interviews were used to obtain the descriptions of ten first-generation Latino college students' intrinsic motivators along with strategies used for overcoming obstacles and persisting in college toward graduating. The findings indicate students' academic performance was positively impacted by their self-esteem, work ethic, access to resources, and support from both within and outside higher educational institutions. The data can be used by higher education leaders could benefit and learn from these students' experiences to create policies and develop resources geared to support these students' needs. The findings suggest that first-generation Latino college students performed well academically, which is attributed to their internal motivation and desire to increase their economic standing and family's livelihood. Despite challenges interacting with some classmates and peers and unfamiliarity with navigating campus resources and policies, first-generation Latino college students, many of whom received support and encouragement from college personnel and family, made consistent efforts to achieve academic success. The data were translated and coded into themes that resulted in recommendations to improve the learning experience of current and prospective first-generation Latino college students. Recommendations include hiring more Latino college personnel and hosting cultural events that celebrate Latino heritage on campus. Also, upon the admission of students who identify as first-generation and Latino, institutions should make a concerted effort to ensure students are familiar with campus resources and support. [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.]