The present study used Social Cognitive Career Theory (SCCT; Lent et al., 1994; Lent et al., 2000) to examine the influence of college STEM (science, technology, engineering, and mathematics) program participation on engineering persistence among first-generation college students (FGCS) in engineering. Data for the present study came from a larger longitudinal study on engineering students that collected data from a quantitative (Qualtrics) survey during Spring 2015 and Spring 2016 across 11 universities in the United States. Participants for this present study were 473 FGCS (73.4% Latinx and 26.6.% White) across different undergraduate class standings pursuing an engineering degree. Participants in the present study were considered FGCS if neither of their parents had obtained a 4-year college degree. Results suggested some support for SCCT proposed social-cognitive relationships among this sample of Latinx and White FGCS pursuing an engineering degree. In addition, results indicated that FGCS who participated in college STEM programs needed lower level of engineering goals to persist in engineering compared to those who did not participate in college STEM programs. Practical and research implications, limitations, and future directions are discussed. [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.]