Lower retention and graduation rates continue to persist among urban and Appalachian student cohorts. However, these two groups have historically been viewed as different and needing different supports to persist in their educational pursuits. Thus, the purpose of this study is to examine the experiences of, and integrational supports utilized by college graduates from Ohio's urban and Appalachian regions. Specifically, this study explores the differences and similarities in institutional support services/resources and experiences urban and Appalachian graduates identify as having been instrumental in their collegiate success. Using a qualitative research multiple case study approach, the researcher examined the academic and social experiences of urban and Appalachian college graduates from Ohio's Urban Eight and Appalachian regions. The methodology for this study includes a qualitative approach where the researcher conducted in-depth interviews were conducted with 15 college graduates from a large, land-grant institution. Data gathered from this study yielded several similarities in experience and institutional integration across the urban and Appalachian groups. A strong reliance on support systems, such as campus organizations, peers, and faculty/staff, in addition to their yearning for identity-based support services was salient among both groups. Due to the relatively small sample size of this study, n=15, the findings cannot be generalized to the entire urban and Appalachian population. Overall, the findings of this study revealed substantial similarities and a few very critical differences in the academic and social experiences of urban and Appalachian graduates. These experiences support the critical role of student integration efforts and specialized support services for students from minority and underrepresented identities. The findings of this research may ultimately have the potential to reexamine and reframe how higher education institutions define, categorize, support, and ultimately integrate, students from minority and underrepresented identities. Additionally, the results may open the door for future research related to examining the commonalities among groups we have historically considered dissimilar solely based on racial/ethnic identities. Secondly, it expanded upon Tinto's Student Integration Model and Astin's I-E-O Model by combining the two. [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.]