The focus of this basic qualitative research was to gain insight into the experiences of first-generation Hispanic students (FGHS) and faculty mentors to explore in what ways, if any, a faculty-student mentoring program at a four-year university was meeting the needs of FGHS. Reasons for early student departure served as the foundation for this study and the literature reviewed resulted in five factors related to student retention. There were eight FGHS and four faculty mentor participants from the university faculty-student mentoring program. These FGHS ranged from college freshmen to seniors and mentors were experienced individuals from the institution who regularly worked with FGHS. Data were collected through semistructured face-to-face interviews with all participants along with program design documents and forms. All data were analyzed and underwent various levels of coding. The primary research question had three subquestions from different perspectives of the faculty-student mentoring program. Themes emerged from the first subquestion regarding FGHS perspectives of the program included psychosocial, academic, and environmental factors. The second subquestion regarding the program design included themes with academic, institutional, and psychosocial factors. The final subquestion themes regarding the implementation of the program included sociocultural and environmental, institutional, and psychosocial factors. The findings of the study may have future implications on increased four-year degree completion for FGHS with the support of a comprehensive faculty-student mentoring program. [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.]