Throughout the nation's history, immigrants have come to the United States seeking opportunities for socioeconomic mobility, to strengthen family ties, or secure personal freedom. To leave the familiar landscape is not a decision made lightly and, once having resettled in their new home, immigrants face choices that may relegate them to the margins or pull them closer toward advancement opportunities. Effective use of English, the dominant language, becomes a vital skill in helping them to gain the cultural and social connectedness necessary for a successful transition. Many of these adult immigrants turn to tuition-free, noncredit English as a Second Language (ESL) programs to gain communicative fluency as well as an entry point to credit and postsecondary degree pathways. For some English learners, making this academic transition from noncredit to credit facilitates a successful transition to their new life; for others, the noncredit-to-credit experience is an arduous journey with many obstacles along the way. This article raises awareness of the role that educational and socioeconomic background plays in the perceived sense of marginality and the decision-making process for adult immigrant learners who are preparing to transition from the highest levels of noncredit ESL to credit programs and postsecondary degree pathways. The article draws from a study that involved adult immigrants at a large suburban community college located in southern California. (Contains 1 figure.)