Successful completion of any form of e-Learning courses by community college students is an issue both at the global and national level. The purpose of this qualitative study was to explore the experiences of Anglophone Caribbean Community College students who were taking a blended learning course for the first time. The study evaluated their skills and abilities in navigating their courses via technology-mediated learning through the framework of the Community of Inquiry (CoI), which describes the way various components of cognitive, social, and teaching presences interact to create a unique educational experience. The blended learning experiences of 8 community college students taking a blended course for the first time were explored in detail for evidence of cognitive, social, and teaching presence described by the CoI as key elements for gaining meaningful learning experiences in technology-mediated environments. Individual interviews and observations of interactions on social media (WhatsApp) and the CANVAS LMS were employed in the investigation. Phenomenological interpretive analysis was used to identify themes and provide insights into student perceptions of satisfaction and educational gain with blended learning. Findings revealed that Caribbean community college students' perceptions of blended learning was positive, with students showing a clear preference for this mode of learning, and indications of meaningful learning taking place more than in basic face-to-face courses. Students expressed these preferences due to the comfort of learning in their own time and space, the flexibility to submit assignments online and receive immediate feedback, and the communication that created a greater cohesiveness with their peers and lecturer. Additionally, students' digital access and skills were not as significant a factor in learning as was expected. Most of the students had access to technology in terms of hardware, software, and internet at school or at home and had the basic digital skills needed to navigate online courses. The research fills a significant gap in Caribbean community college research and points to the use of the community of inquiry framework as useful theory for future studies on blended learning. [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.]