While the number of Latino students taking advantage of higher education opportunities has steadily increased, the completion of degree programs does not mirror this increase (Radford, Berkner, Wheeless, & Shepard, 2010). Prior research has focused on the barriers faced by Latino college students (Garza, 2011; Hernandez, 2002; Radovic, 2012). However, there is limited research on the journeys of Latino community college students and the strategies they use to achieve success. This study utilized Padilla's (1999) Model for Student Success to explore the barriers faced by Latino students at a community college and the strategies used by students to overcome them. Twelve students identified eleven barriers in the categories of personal, financial, coursework, learning, institutional, and student support. These students used experiential, institutional, knowledge about study skills, procedural, relational, and motivational knowledge to address their barriers. They also took strategic, pragmatic, persuasive, and supportive actions. Students emphasized the importance of building relationships with peers and staff and time management skills to balance their demanding work and school schedules. Based on the findings of this qualitative study, several recommendations were made including the expansion of peer tutoring programs, hiring additional translators to support students who are learning English, and the need for stronger relationships between community colleges and local high schools. Due to the positive impact of student-faculty rapport on Latino student success for participants in this study, the institution should also consider ways that students can build relationships with faculty outside of class. [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.]