Effective engagement with course readings can provide a pathway to success for students in higher education. However, only about one-third of college students are completing assigned readings and among those who do, many students struggle with successful interpretation and analysis of the content (Intersegmental Committee of the Academic Senates of the California Community Colleges, the California State University, and the University of California [ICAS], 2002). One reason for this is that students may be underprepared for the academic rigor of college-level texts (Bartolomeo-Maida, 2016). Much of the previous research on reading support has focused on traditional college students; however, the number of non-traditional students has continued to grow in higher education, especially at community colleges, where curriculum reform is occurring with reading courses. As educators work to redesign these programs, it is important to illuminate the voices of non-traditional students in order to create reading support that is accessible to them so that they can successfully engage in college-level texts. This qualitative study with narrative elements explored the responses from interviews with nine non-traditional community college students to learn about their previous experiences as readers and discover their desired reading support. In both the review of the literature and data analysis, this study considered the four-lens model of adult learning theory in relation to the non-traditional student and effective learning conditions (Kiely et al., 2004). Analysis of the data revealed negative self-perceptions as barriers and the importance of relatable content to reading engagement, as well as desired reading supports that included guidance from the content instructor and reading courses. Interviews also yielded results leading to the creation of individual narratives that provided insights into the reading story of each participant. The narratives illustrated that family and friends had provided moments that made a difference in reading as often as educators had. The findings of this study offer implications for faculty and administrators seeking to offer equitable access to college-level reading skills for non-traditional 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]