This qualitative study sought to further understand the experiences of rural community college students of low socioeconomic status as they navigate higher education and a differing class culture. By exploring their lived intra- and interpersonal experiences, this study also sought to better understand how these students integrate and apply new and existing cultural capital to their varied social contexts. Using naturalistic inquiry, data was collected through focus groups and individual interviews with a total of 10 participants. Data analysis included a cyclical process of coding and categorizing the data, which then allowed for themes to emerge. An analysis of the participants' interviews concluded with key findings embedded in the three main themes that emerged from the retelling of their experiences. They are: (a) "managing identity," which captured the ways in which students viewed themselves and their environments differently since attending college; (b) "managing relationships," or the ways in which college-going challenged current relationships, ending some relationships and creating new, and deepening others; and (c) "managing deficits," or the ways in which participants adapted to the challenges of college while managing current roles and responsibilities. Findings in the study have several implications for practice for community colleges who are rural serving. These institutions should consider the implementation of the following recommendations if not already in place on their campuses: institutional navigators; flexible hours of service; alternatives to in-person meetings; technology training and support; modified plans of study; employer support; and enhanced connections with faculty, peers, and staff. An implication for institutional policy that emerged from the findings suggests that students would benefit from the provision of the technological devices required to access college services and course materials. This would include the provision of Wi-Fi hot spots for reliable access to the internet in their rural communities. Finally, the findings in this study provide implications for further research. More could be gained from the replication of this study with rural students of low-socioeconomic status in other regions of the country; rural students of low SES who represent a racial or ethnic minority; students who dropped out with no plans to reenroll; and an examination of the low participation rates of students of low SES in the College Credit Plus Program. [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.]