The problem addressed in this study was the equity gap in college certificate and degree completion between first and continuing generation college students. The purpose of this qualitative interpretive study was to examine the perceptions and experiences of first-generation, low-income students regarding their persistence decisions for certificate and degree completion. The study's design was supported by data collection through semi-structured individual and focus group interviews. Bourdieu's lens on the sociology of education provided the theoretical interpretive framework for the study. Contrary to Bourdieu's critics, the participants in this study were actively seeking to transform their lives and overcome the destiny effects of habitus and background. Participants experienced friction with institutional structures, channels, and timetables, periodically disengaging from school due to the opportunity costs of competing and shifting prioritization of school, work, health, family, and relational considerations. Rather than conforming solely to institutional expectations for certificate and degree completion, participants expressed their intention as seeking job skills that would be recognized by employers. Their experiences and outcomes challenge traditional notions of success (GPA, certificate, degree) as those who did not persist to earn certificates or degrees viewed themselves subjectively as "successful non-completers" when they disengaged from college upon securing suitable employment. Recommendations for practice include professional development training for faculty and staff who work with first-generation students so they can better understand their needs and subjective expectations. Support programs that attend to the socioemotional, non-cognitive factors that influence persistence decisions can be of benefit for first-generation students in light of their multiple, intersecting identities. Future research is needed focused on disrupting practices that perpetuate continuing generation K-20 systemic class advantages. [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.]