Amidst the growing diverse student population, community colleges are enrolling an increasing number of adult immigrant-background students. However, recent research trends tend to focus on students who enter community colleges from the U.S. K-12 system (Generation 1.5 learners), leaving a significant gap in the research and a lack of cohesion in terminology regarding adult immigrant students who enter into postsecondary education from another path. The objective of this systematic review of the literature is to synthesize research on the transition of adult-arrival immigrants (referred to as Generation 1 learners) from adult ESL to credit-level courses at the community college. Researchers conducted a database search and identified 91 research studies, technical reports, and doctoral dissertations relevant to the transition of Generation 1 Learners through ES(O)L, developmental education, and credit-level courses. Following a thematic analysis of the relevant literature, researchers identified the components of popular models for facilitating Generation 1 transitions, as well as the various placement and assessment policies, and professional development opportunities provided by institutions. Additionally, trends for methodologies and theoretical frameworks used in recent research suggest future directions for study that focus on large-scale or longitudinal research, as well as inter-institutional perspectives. Further analysis of these themes will provide guidance for practitioners and administrators who seek to provide assistance to Generation 1 Learners as they transition through the community college.