Undergraduate persistence has been a topic of interest in the literature for years. With the variety of factors that influence persistence in a negative way, this is not all that surprising. In order to increase persistence rates, these factors must be identified, and the appropriate interventions must be taken in order to ensure that individuals are receiving an affordable, quality education. This review focuses on socioeconomic status and first-generation students and their likelihood of persisting through their college education. The purpose of this study will be to use any potential findings and implications to validate any research previously done relating to socioeconomic status and first-generation students, and their influence on student persistence.