Over the past couple of years, rising anti-immigrant sentiment in the nation has led to a torrent of complex fears, anxiety, and trauma for immigrants and those who support them. This current narrative exemplifies the volatile US immigration history that includes numerous historical markers that have placed restrictions on immigrants. As these new immigrants settled, many entered community colleges. Recently, though, tensions have occurred that have affected the climate in the country and on many community college campuses. Yet, the recent election and potential changes in designations for immigrants have caused those who teach, work, and study at California's Inland Empire community colleges to not only experience fear but also to explore opportunities for hope that can be mobilized into action to support immigrant students. As professionals who work to address the unique needs of California's diverse community college population, the authors have direct experience fielding questions about the impact of changing immigration policy on the lives of the students they serve. The journey and reflective dialog began among these four authors because of engagements with students experiencing climate challenges on their own campuses. At the time of their dialogs, this group of scholar-practitioners' higher education roles included a counselor and a district-level compliance officer who were also EdD students at University of Redlands (UR), a UR faculty member in the EdD program and former student affairs educator who works on immigrant issues in higher education, and a campus dean who also adjuncts at UR. The conversations among this group of campus leaders were rich and compelled them to offer a group response to the current shifting landscape of US immigration policy, and community college climate. The hope is that this response, suggestions, and ideas offered in this response can provide insight for faculty, staff, and administrators in their efforts to support immigrant students across the country. Most important, the suggestions and ideas from this reflective response can help community colleges and their stakeholders provide leadership in their communities and on their campuses to support immigrant students in the continuously shifting climate and landscape