The purpose of this study was to determine the self-identified needs of first-generation, low income and/or students with learning or physical disabilities who participated in a TRIO Student Support Program (SSS) at a rural Texas community college. Student Retention and persistence in higher education have been topics of research for years. Tinto (2006) is renowned for research conducted in this area. It was determined that a student's attributes and abilities no longer contributed to his/her success in higher education as much as the relationship between the student and the institutional environment (Tinto, 2006). The demographics of higher education students have changed over the years and now include many first-generation, low-income, and students with learning and/or physical disabilities. This study used the TRIO SSS Needs Assessment survey completed by the 110 accepted applicants to the TRIO SSS program at one Texas rural community college during the 2020-2021 academic year. This study was conducted using a descriptive research survey method to determine which needs these students have that must be addressed in higher education, including: (a) areas of improvement; (b) items that describe oneself; (c) obstacles preventing academic goals; (d) areas needing assistance. The results of the study proved that students were all concerned about the fear of failing in college (74%), poor study habits (55%), and grants/scholarship information (60%). Not only were these three specific areas prevalent across the cohort, but also within each eligibility subgroup. These three needs received the highest number of responses throughout the cohort results. Students with disabilities did specify needs (100%) in additional areas including general study habits, note taking skills, time management, math skills, and test taking. This same subgroup also responded high (80%) in difficulty meeting deadlines, bad grades, easily distracted, test anxiety and motivation. Overall results demonstrated that first-generation, low-income, and students with learning or physical disabilities are entering school already apprehensive about their abilities to be successful. Institutions of higher education need to create initiatives to help these students persist through each semester towards graduation. Early intervention as well as acknowledging milestones are just two recommendations. [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.]