The purpose of this study was to explore, track, and predict longitudinal differences (over the course of six years beginning fall semester 2001) between and among ISU low income, first generation, or the combination of low income and first generation freshman students; regarding persistence rate, and associated persistence factors, such as ACT composite score, first semester credit hours completed, gender, high school and college CPA's, Pell grants awarded and college remedial courses taken taken fall semester 2001. Five hundred forty-two students met the study's inclusion criteria, with over 60% being females. The study used existing Idaho State University (ISU) institutional documents (i.e., admission, financial aid applications, high school, and university transcripts) to identify pre-enrollment and first semester enrollment achievements. Pre-enrollment persistence factors were identified as ACT composite score and high school GPA. First semester persistence enrollment factors were identified as first semester credit hours completed, first semester GPA, Pell grant awarded, and remedial courses (English and math). Gender was also included as a persistence factor. Differences between and among students were explored descriptively (frequencies, corresponding percentages and measures of central tendency) and through logistic regression analyses. The study findings revealed interesting insights into the journey of low income and first generation students but found no significant differences between these three student groups. The study did, however, reveal significant findings in terms of persistence related to high school GPA, first semester GPA, and gender. Key insights were: (a) over 36% of the students in the study graduated within the study timeframe; (b) over 43% of the students that graduated entered with an ACT composite score between 16-20; (c) no student graduated that entered during the fall semester 2001 with a high school GPA below 2.50; (d) almost 90%of students that graduated carried 12+ credits the first semester; (e) over 76% of students that graduated achieved a first semester GPA of 2.50 or higher; and (f) only 16% of students that took a remedial course their first semester graduated. Consistent with the literature, in terms of the importance of continuous enrollment, over 95% of the students that graduated enrolled the next semester, spring 2002. [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.]