<p>First-generation students in higher education experience a multitude of challenges that place them at risk for low academic performance and attrition. This two-part research investigated the factors associated with lower academic achievement in first-generation students and a program to inform the problem of practice. Following the integrated review of the literature related to the lower academic achievement of first-generation students, multiple factors emerged that highlighted the need for a targeted needs assessment. A needs assessment using a mixed methods approach showed that first-generation students in an occupational therapy higher education program had reduced academic engagement, social connectedness, and confidence in their academic abilities related to their academic self-regulation. The intervention program aimed to increase the academic self-regulation skills and self-efficacy in implementing those skills for first-generation occupational therapy students. A mixed-methods analysis, incorporating a qualitative open-ended questionnaire and a quantitative survey, examined process and outcome evaluations and revealed that the program increased students’ use of academic self-regulation skills and their self-efficacy in using those skills. Findings from this study offer insight into the benefits of an academic self-regulation program for student learning in higher education. One way to support first-generation students academically would be to help improve their self-regulated learning.</p>