Low-income first-generation students represent a significant portion of U.S. undergraduates, and they face unique challenges that other students do not, which can influence their decision to stay within their programs. Therefore, a better understanding of what resources a program can provide to support these students and what drivers can keep a student committed to stay within their programs will benefit both low-income first-generation students and the programs they are attending. The purpose of this study was to: (1) explore four types of support resources (i.e., financial aid, mentorship support, social embeddedness, and family support) and their impact on low-income first-generation students' likelihood to stay in their program, (2) determine whether certain facets of commitment (i.e., affective, continuance, and normative (Meyer & Allen, 1991) mediate the relationship between these support resources and intent to stay in the program, and (3) explore the potential moderating role of family support on the relationship between university support resources and students' intent to stay in their program. This study collected survey responses from 113 low-income first-generation undergraduate students who are currently attending programs within the U.S. Results indicated that affective, normative and continuance commitment were each positively correlated with students' intent to stay. Mentorship and social embeddedness were also positively correlated with intent to stay, though social embeddedness alone predicted intent to stay in the presence of mentorship, social embeddedness, and family support. Affective commitment mediated the relationships between mentorship support, social embeddedness, and family support and intent to stay. Normative commitment mediated between family support and students' intent to stay. Contrary to the study hypotheses, continuance commitment did not mediate between financial support and intent to stay. Neither did family support play a moderating or enhancing role in the relationships between other support resources and students' intent to stay. The findings of this study can help guide higher education institutions in leveraging key factors to enhance the academic commitment and intent to stay among the ever-increasing population of low-income first-generation students. [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.]