Many adults with special needs, who did not finish high school, complete a GED® credential to go to college. As they prepare to transition, they may encounter barriers and likely require supports to succeed in college. The purpose of this qualitative research paper is to describe the college prospects of transitioning adults with a GED credential and special needs, in terms of characteristics, challenges, attributes, and supports. Findings emerged from qualitative interviews of GED passers in the recent Perceptions and Pathways research project. Tenacity motivated many interviewees toward resilience. Enrollees with special needs valued encouragement from a family member or an instructor during their college experience. The article concludes with interviewee and researcher recommendations for adult education programs and colleges to support transitioning adults.