The purpose of this phenomenological inquiry was to explore the lived experiences of students enrolled in noncredit workforce education programs as preparation for their work, life, and ongoing education. Ten students enrolled in a noncredit welding class were interviewed and the interview transcripts were subjected to analytic induction (Krathwohl, 1993). Notable findings indicate that students enrolled in noncredit workforce education were greatly influenced by the expectations and support of their families and teachers. Findings also illustrate that students generally graduate from high school and that career and technical education programs are important to student success. Another noteworthy finding is that students' main goal is to obtain job skills and certification with credentials. The research in this study will increase higher education leaders' knowledge of a vital and growing body of students within an important division of community colleges. Additional findings and implications are included. [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.]