First-generation college students face many issues that impede their progress within academia with the most glaring concern being they graduate at rates much lower than their counterparts. Further investigation revealed that fast-generation college students are more likely to dropout during their first-year with a high attrition rate during the first- semester. To better understand the first-semester transitional issues faced by this population this study utilizing Tinto's student departure theory and examined the relationship between first-generation status and the academic and social adjustment of first-year students by analyzing two data sets from "Tri-State College". The researcher utilized the Chi Square test of independence in analyzing the data collected from the fall 2007 "Your First-semester" survey administered to first-year students (n = 545). This study also includes a descriptive narrative of the findings from the spring structured fixed response questionnaires to further examine the relationship between first-generation status and the perception of the academic and social adjustment of first-year students (n = 15) who earned less than a 2.0 grade point average at Tri-State College during the fall 2007 semester. The analysis of the fall semester survey revealed statistical significance between multiple sub-groups and the student's perception of select academic adjustment variables. The data also revealed that first-generation commuter status has a statistically significant relationship with the student's perception of a select social adjustment variable. The sample analyzed from the structured fixed response questionnaires explored the experience of first-generation students who earned less than a 2.0 fall grade point average and no significant patterns of academic and social adjustment were found. The findings revealed that first-generation students who earned less than a 2.0 grade point average were able to identify what variables impeded their successful academic and social adjustment. This study provided insight into the specific academic adjustment issues facing first-generation college first-year students yet did not suggest that they face significant social adjustment issues. The academic and social adjustment experience of first-generation first-year students should continue to be investigated to further explore the college experience of this population with the ultimate goal of improving retention and identifying issues that may hinder their advancement within academia. [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.]