Lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual (LGBTQIA+) students have unique needs when attending American community colleges. The purpose of this dissertation is to identify current policies and practices of community colleges when working with transgender students, explore best practices when it comes to serving this community, and uncover the obstacles that stand in the way of transgender students from enrolling and succeeding at 2-year colleges. A semi-systematic literature review and a content analysis of twenty community college web pages were the methodologies used to examine the climate, policies, services, and practices for transgender community college students. The subject was then analyzed using a six-part framework proposed by Radzikowska et al. (2019) called Speculative Feminist Design. The findings showed that transgender students did not feel supported on community college campuses and there were not many policies in place specifically for this community. The dissertation ends with recommendations for community college leaders and employees as well as a discussion regarding future research opportunities. [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.]