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The purpose of this study was to investigate the perspectives of music educators whose parents did not possess a bachelor’s degree in contrast to the perspectives of music educators who had at least one parent that had attained, at minimum, a bachelor’s degree. Specifically, the researcher sought to explore four broad areas as it relates to continuing-generation and first-generation students who majored in music: (1) their demographics (2) their financial considerations (3) their college preparations as well as factors that influenced their pursuit of higher education, and (4) their campus experiences during college. The participants (N = 440) for this study were music educators that were a part of the Tennessee and Florida Music Education Associations. Of the participants, 220 were first-generation college students, and the remaining 220 participants were continuing-generation students. Results indicate that the majority of first-generation participants were white and were even in terms of gender. First-generation participants had a greater tendency to rely on personal funds and federal aid to fund their undergraduate tuition but also had a more significant percentage of advanced degrees than continuing-generation participants. During their undergraduate years, first-generation participants were more likely to be employed and work more hours during college. In terms of their motivations to go to college, first-generation participants frequently cited their parents and their desire for a better life as the main motivating factors for wanting to attend college. When deciding which college to attend, the proximity to the institution in relation to home was a key component for many first-generation participants. First-generation participants were also more prone to have completed their pre-college applications without any assistance. These same participants were more likely to live with their parents during their first year of college and were less likely to participate in extracurricular activities. While first-generation participants, by and large, felt no pressure to attend college, continuing-generation participants felt that college was a requirement. Additionally, first-generation participants were largely unaware of programs that could help them in their transition to college and felt that their undergraduate faculty overall showed concern for student's development.