The purpose of this qualitative study was to explore, understand, and document former students' perceptions of the vocationally focused theater training they received at a 2-year community college and to discover how that training helped them meet their goals and expectations for careers in the theater. Listening to individual stories of theater artists revealed an understanding of the personal nature of training they received and how it directed them into the first phase of their careers in live theater. Several questions guided data collection, including: What benefits have former students experienced on their current and future career path and successes both in work and life that can be connected to their vocationally focused 2-year theater training? What expectations and hopes did former students have for their theater careers? What reflections do former students have on their success in the theater based on their experiences in 2-year, 4-year, or graduate degree programs? Semistructured interviews explored the perceptions of six former students who completed a career-focused, vocationally based theater training program offered at a 2-year community college in Georgia. Each interview was audio recorded, transcribed, and examined using content analysis. Each participant's core story was extracted and cross checked with discovered themes. The combined data were woven into a one-act playscript that reflected major findings from data analysis. The play was read out loud by student and community actors with a public audience. Verbal feedback from performers and audience members was collected. The major themes discovered were skills development, support, inclusivity, confidence, professionalism, community, continual work, creative growth, new career paths, pursuing passion, longevity in field, industry change, and connection. Another important finding was the students' 2-year college experiences allowed for the inclusion of the individual voice of each student to be acknowledged as essential. Due to limited research attention directed toward training and education of theater artists at the postsecondary level, including almost none on vocationally focused training programs, information on this topic can facilitate an understanding of important aspects of vocationally oriented programs, and generate interest in workforce education training in the performing arts. [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.]