This study examined how factors associated with student development and persistence differ between first-generation and continuing-generation students and how participation in a learning community influences development and persistence. The findings show that first-generation students were less involved in academics and had lower gains in intellectual development and engagement with diverse perspectives than did continuing-generation students. There was no significant difference between the two groups on first-to-second year persistence rates. First-generation students who participated in the learning community outperformed continuing-generation students in gains in intellectual development, interpersonal development, and engagement with diverse perspectives. There was no significant difference in persistence between first-generation students who were in the learning community and those who were not.