Experiencing education as an English learner (EL) is challenging and can result in lower persistence and graduation rates for ELs in community colleges. The overall three-year graduation rate in the United States for two-year institutions is low, but graduation rates are even lower for EL learners. One way to support EL students is through an EL-specific student success course. Student success courses have been linked to higher levels of belonging, retention, and success, yet very few institutions are offering sections of this course to meet the specific needs of EL students. A non-experimental, single-case study program evaluation design was used to evaluate a pilot Student Success Course for EL students at a community college. Key findings revealed how a student success course was modified for EL students. The primary adaptation was delivering the course in a bilingual format. The EL course syllabus and required assignments were also delivered using a bilingual modality. The course learning outcomes and most assignments were the same across EL-specific and general sections of the course. One difference was that EL students were required to complete reading journals rather than reading quizzes. Another difference was that students in the EL section had the opportunity to complete assignments in Spanish or English. The bilingual language approach helped students connect with faculty and each other. Several program recommendations and resources are shared. [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.]