In the present study, I explored student-teacher interaction, student-teacher relationship formation and development, and the ways in which student-teacher interaction and relationships facilitated support and persistence for first-generation (FG) students during the transition to college. Using transition theory as a sensitizing framework, I took an interpretive communication-centered approach to identify the teacher messages that FG students perceived to be turning points in their pedagogical and interpersonal relationships with their teachers. Thirty participants identified 105 turning points that they received from college teachers during their transition to college. These turning points were organized into seven turning-point categories and three turning-point subcategories.