This qualitative research focuses on the academic goals of English Language Learners (ELL) enrolled at Cincinnati State College in the summer of 2018. Also, the study examines options the College can take to better serve this student population. The phenomenological approach of this study reveals its major findings, while an ethnographic narrative presents a composite interpretation revealing ELL students' educational experiences at the College. This investigation proposes that not all ELL students have the intention to transfer to a four-year institution. The study suggests that colleges should present students with an alternate path to career readiness by offering shorter than two-year technical degrees for immediate job placement. College acceptance, entrance placement exams, alternatives to ESL programs, and vocational training are explored in the literary review. Chapter five presents suggestions ELL students have for improvements of the ESL program. The study concludes with recommendations on vocational opportunities and future directions. [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.]