This study identified characteristics of a cohort of first-time, first-enrolled college students at a small, rural community college in North Carolina to determine if differences exist between first-generation and non-first-generation students. The research included a mixed-methods research design (Creswell, 2015) measuring enrollment trends, course completion, and academic success over three terms (Fall 2016, Spring 2017, and Fall 2017) as well as parental influence on students' persistence. Most of the statistical comparisons yielded no significant differences between first-generation and non-first-generation students; however, the quantitative findings support that first-generation students are at a greater risk of dropping out after the first semester and are less likely to enroll in sequential semesters. Qualitative data utilized a supplemental survey and voluntary focus groups providing an in-depth personal perception of the impact of family relationships on students' college enrollment and retention. Qualitative findings support that the students who persist in sequential semesters, regardless of generation status, enter college with clear academic goals and experience parental support with pursuing their degree. Recommendations for future action at the institution are included.