This study aimed to address research gaps and disparities among adult Vietnamese English as a second language (ESL) learners in adult education due to the model minority myth and broad generalization of the Asian American and Pacific Islander (AAPI) population. Despite their aspirations for an improved quality of life and integration into the U.S. society, AAPI students encounter numerous cultural barriers impacting their sense of community, classroom engagement, and willingness to participate. The study focused on enhancing the sense of community and equipping participants with skills to actively engage in the classroom and advocate for themselves in educational and societal contexts. Furthermore, the study underscored challenges faced by adult Vietnamese ESL learners, providing insights to inform educators on fostering culturally responsive and validating campus environments for enhanced student success. Notable themes in the findings included the positive influence of compassionate staff on community building, the significance of active participation in campus events, the role of Vietnamese staff in fostering a sense of community, the impact of classroom debates on academic engagement, and the importance of cross-cultural understanding in promoting self-advocacy. Participants stressed the value of caring faculty who comprehended and respected their diverse cultural backgrounds, emphasizing the need for inclusive educational environments. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]