The research question of this study was: How do the lack of cultural capital and the demand for academic credentials dictate educational opportunities and the enrollment of vulnerable student populations at for-profit schools? This study examined the enrollment of students, especially those of lower-socioeconomic status in for-profit schools. The study used two theoretical frameworks, credentialism and cultural capital, to analyze the factors that determines students' enrollment at the for-profit sector of postsecondary education. In this qualitative study, data were obtained through face-to-face, semi-structured interviews. Participants were asked open-ended questions to capture how they evaluated their experienced at for-profit colleges. The sample consisted of 20 students attending 10 different for-profit schools in southern California. After a carefully analysis of the data, four major themes were captured: convenience, lack of cultural capital, credentialism, and student satisfaction with institution. These themes were used to explain the study's findings. In addition, this study pointed out that pressure to obtain credentials to find jobs was the major reason for students' enrollment at for-profit institutions. The for-profit sector attracts student by offering year-round open enrollment, flexible class schedules, easy access, and the promise of fast certificates and degrees. While students are content with their experiences in the for-profit sector, this study findings showed that a significant number of students were dissatisfied with their experience at for-profit schools. Among students' major dissatisfaction were issues pertaining to lack of effective training to capacitate students' entry in the workplace and confidence in the practice of their profession, high cost of tuition that led to large amounts of debt after graduation, and feelings of wasting time and money. Many students who attended a for-profit college or university and acquired a large debt went back to school and matriculated at a community college. Some of these students attended a community college because of changes in their career path or because of dissatisfaction with the education received in the for-profit sector. Study recommendations included: (1) the need to capacitate students to have more knowledge about for-profit school and different educational paths; and (2) the need for the state and federal government to make for-profit schools accountable for the lack of excellence in teaching and learning. In addition, for-profit schools that get involved in questionable business practices and have not achieved excellent teaching should be denied the right to participate in the federal financial system. [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.]