The purpose of this qualitative, phenomenological study was to identify the experiences that support the success of Latina/o community college students who began in basic skills courses at two or more levels below college-level and went on to complete college-level English and math. Fifteen Latina/o community college students attending a large public community college in Southern California participated in this study via one-on-one semi-structured interviews. The findings indicated that both institutional factors and the assets that students bring with them to college contributed to their success. Institutional factors included tutoring services and English and math faculty's effective teaching and learning strategies. Participants also identified their own resilience and motivation, including a commitment to complete college for their families, as important. The findings also indicated that validating and caring interactions with institutional agents made a positive difference for Latina/o community college students. This study concluded with recommendations to improve the educational outcomes of Latina/o community college students. [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.]