The purpose of this qualitative descriptive study was to explore how promise students describe their social integration via their interactions with faculty and peers in college success courses at a community college in California. Tinto's Student Integration Theory was used to address two research questions: how promise students describe their social integration via their interactions with (1) faculty and (2) peers in college success courses at a community college. The final sample included 37 promise students (19 semi-structured interviewees and 18 focus group participants) at one community college in California. Conventional content analysis revealed eight key findings: (1) 85% of promise students described having positive interactions with their college success course professor regardless of class modality (online, face-to-face, or hybrid), (2) professors with likeable personalities had positive interactions with students, (3) positive student-professor interactions positively impacted students' communication skills, academic performance, and personal growth, (4) professors who provided relevant and applicable course content motivated students to learn, actively participate in class, and further interact, (5) professor-student interactions took place primarily via email and discussion boards, (6) positive peer interactions forged close bonds and friendships, (7) positive peer interactions helped promise students academically and personally, and (8) peer interactions occurred mostly during group work in face-to-face classes and via discussion boards in online classes. [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.]