First-generation and nontraditional students represent significant segments of the undergraduate population in the United States, but graduation rates for both groups lag despite extensive outreach efforts. This study utilized a mixed-methods design to examine the influence of both characteristics on student experience. The study applied McClusky's (1963, 1971) margin in life theory to first-generation students in a TRIO Student Support Services (SSS) program. The purpose of the study was to determine differences between first-generation student's margin in life scores based on traditional or nontraditional status, gender, age, employment, relationship status, and TRIO SSS participation level; and to identify common load and power variables of first-generation students and how the TRIO SSS program contributed to their power. Quantitative results indicated limited differences in margin in life scores, with the exception of higher parenting power scores among nontraditional versus traditional students, and higher health power scores among students who were somewhat active in TRIO SSS than students where were slightly active in TRIO SSS (p < 0.05). Qualitative results revealed family as both a load and power variable for all first-generation students. Additionally, all first-generation students identified TRIO SSS as a power variable. [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.]