This dissertation explored the four-year college experience of first-generation and continuing-generation students at a small private institution. Using Astin's I-E-O model (1970), the following variables in the student experience were considered: precollege student characteristics (input); engagement in academic experiences, cocurricular activities, campus relationships (environment); and satisfaction, learning (outcome). The sample consisted of seniors participating in the National Survey of Student Engagement (NSSE) and/or a direct measure of general education learning, the ETS Measure of Academic Proficiency and Progress. Results of the analysis of learning indicated no difference in first-generation and continuing-generation students' measures (n = 342). One exception was found in a subsequent model built which excluded students who did not submit a FAFSA (less financially needy students); first-generation status was a positive predictor of learning (beta = 0.25). No precollege characteristics (input) or engagement variables (environment) were associated with learning (outcome), other than aptitude ACT composite (beta = 0.66, n = 39). Regarding satisfaction, no significant difference existed in senior measures between first-generation and continuing-generation students after controlling for aptitude (p less than 0.05). When considering the environmental variables which influence satisfaction, campus relationships were strong positive predictors of satisfaction (n = 175). These environment variables were calculated from NSSE Pike "scalelets," four of which were significant (p less than 0.05): quality of campus relationships/interpersonal environment (beta = 0.59); varied education experience (beta = -0.18); support for student success (beta = 0.17); and higher order thinking skills (beta = 0.14). No precollege characteristics significantly influenced satisfaction. In comparing the overall college experience, the difference in the student groups was limited to only a few variables, none of which influenced learning or satisfaction. First-generation students rated lower the quality of their campus relationships and the support they received for success (p less than 0.05). First-generation students typically worked more hours for pay, commuted to campus, and had greater financial need. The results of this single institution study did not support previous literature showing first-generation students high-risk, a characteristic which can influence retention, satisfaction, and learning. The most significant finding from this project was the positive influence of campus relationships on seniors' satisfaction, regardless of parents' education level. [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.]