The purpose of this study was to examine the perceptions of first-generation first-time in college (FTIC) students who have completed a student success course (Learning Frameworks: First-Year Experience-EDUC 1300) at the community college level regarding (a) factors that enable them to succeed and (b) factors that are barriers to their success. A criterion sampling scheme was used to identify five first-generation FTIC students who were enrolled in their second semester at a large metropolitan community college following the successful completion of the student success course. The conceptual framework used to guide the study was Tinto's (1975) interactionalist theory, which placed student engagement at the center of student success. Data reduction analysis was utilized to analyze the data. Four themes emerged, three related to factors that contributed to student success and one that related to barriers to student success. The themes related to factors that contributed to student success were positive interactions with faculty, enrollment in a student success course, and participation in academic advising. The theme related to barriers to student success was lack of college knowledge prior to entering college. Implications for researchers and practitioners are presented. [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/en-US/products/dissertations/individuals.shtml.]