Purpose: What are the best strategies for teaching Generation 1.5 community college students in transfer-level English courses? Why are some students successful and others not? The purpose of this study was to determine through a phenomenological design how Generation 1.5 students describe the experience of receiving validation or invalidation from English faculty and how it affected their course success. Theoretical Framework: In this study, the lens of validation theory was applied to understand the impact of English language faculty on Generation 1.5 students. Methodology: This study employed a phenomenological research method to explore the lived experiences of Generation 1.5 students in community college and the impact validation had on their course success. The rationale for this approach was the belief that the students' perspectives on how they perceived validation from English language faculty was better interpreted through a qualitative study. Findings and Conclusion: Through the use of semistructured interview questions, the findings of this phenomenological study identified six major themes that emerged from data analysis: (a) transfer-level English fear, (b) building confidence through the writing process, (c) the impact of tutoring, (d) peer connection, (e) one-on-one meetings with the professor, and (f) the professor's authentic care and encouragement. Although additional research on Generation 1.5 students in community colleges will benefit English language practitioners and administrators, this study revealed key strategies faculty can implement to improve course retention and success. In essence, for Generation 1.5 students, the role of the English language faculty member, especially in course design and interaction with students, cannot be overstated. Recommendations: Future studies could include a larger sample size, random sampling, or a quantitative or mixed method design that could provide more generalizable data. In addition, a study could be conducted while the students are taking transfer-level English or after a failed attempt. Examining Generation 1.5 students in transfer-level English in a university setting could also be explored. Finally, future research could examine the training, background, and experiences of professors working with Generation 1.5 students to compare how they impact the students' experience. [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.]