The pathway to college is not equal for all students. Students from low socioeconomic backgrounds and minorities often face difficult challenges in trying to obtain a college education. Thus, this study utilized a qualitative grounded theory approach to explore and to understand how first-generation minority college students are motivated to overcome their family histories to achieve a college education. The study consisted of two groups of participants. The first group, the central group of focus, was made up of three first-generation college students. The second group, the comparison group, consisted of two third-generation college students. Semi-structured interviews conducted in person and online were pivotal ways in which data were collected. After data collection, the data were transcribed, coded, and emergent themes identified. Results of the study revealed that first-generation college students, unlike the third-generation college students in this study (the comparison group), were not encouraged by family to attend college but their inner drive to attend college to achieve a better way of life for themselves led to them being the first in their families to attend and to graduate from college. In light of the findings of this study, it is suggested that teachers become mentors who can encourage students, particularly, minority students to attend college.