This study explored English Language Learner (ELL) immigrant students' barriers to accessing postsecondary education at four-year colleges and universities in the post-COVID-19 era. Grounded in Cross's (1981) conceptual framework, which categorizes barriers adult learners face in higher education as institutional, situational, and dispositional, and drawing upon Yosso's (2006) theoretical framework of Community Cultural Wealth, and Duckworth's (2007) theory of Grit, this study employed a mixed-methods approach. Defined by Gay et al. (2006) as combining quantitative and qualitative methods, this mixed-methods approach enabled a deeper understanding of the challenges ELL immigrant students experience in pursuing higher education. Some key findings were a lack of confidence in academic and linguistic skills, challenges with time management, difficulty navigating the admissions and course enrollment processes, concerns about personal financial constraints, and balancing family obligations and academic coursework. These findings offer insights for four-year colleges and universities to increase ELL enrollment and potentially reduce the educational attainment gap, which may widen in the post-COVID-19 era (see Manspile et al., 2021). [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.]