The purpose of this qualitative study was to explore the experiences of older adult dislocated workers who participated in community college non-credit workforce training programs. The research questions guiding the study were: (a) what are the experiences of older adult dislocated workers who attend community college non-credit workforce training?, (b) how do older adult dislocated workers, who attend non-credit workforce training, navigate the community college contexts?, (3) what facilitates the learning and development of older adult dislocated workers who attend community college non-credit workforce training?, and (4) what hinders the learning and development of older adult dislocated workers who attend community college non-credit workforce training? The study utilized an interpretive narrative approach, guided by hermeneutics. To develop narratives about older adult dislocated workers' experiences, data were collected through interviewing ten older adult dislocated workers, age forty and older, in non-credit workforce training programs in a southeastern community college system. In addition to semi-structured interviews, data were collected via participant demographic forms, observations and reviews of documents. The findings revealed how older adult dislocated workers navigate through community colleges by taking risks and by relying on knowledge from other dislocated workers and employment case managers, as well as support from family and faith. The findings also suggest that older adult dislocated workers need enhanced support from community college, particularly in the areas of academic and technical preparation, and student services. From the findings, four conclusions emerged regarding the experiences of older adult dislocated workers in community college non-credit workforce training. These conclusions were: (a) older adult dislocated workers experience community college non-credit training as workforce development rather than adult education, (b) older adult dislocated workers obtain significant academic advising from outside of the community college contexts, (c) part-time instructors, who maintain a connection to their professions, facilitate the learning and development of older adult dislocated workers, and (d) outdated models of community college non-credit workforce training hinder the learning and development of older adult dislocated workers. Based on the findings, I recommended further research that examines three areas: (a) the experiences of older adult dislocated workers in other contexts, (b) the roles of part-time faculty in non-credit training, and (c) the delivery of non-credit workforce training programs. As well, I offered three recommendations for practice: (a) early interventions provided by community colleges for older adult dislocated workers in non-credit workforce training, (b) the development of educational pathways for older adult dislocated workers to continue education, and (c) improved coordination between workforce agencies that serve older adult dislocated workers. [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.]