Community college persistence, retention, and graduation rates are very low (Koldner, 2015). CCSSE (2007), states that an essential predictor of higher education success rates is enhanced student engagement opportunities. This paper explores higher education hyperconnectivity Quan-Haase & Wellman (2006) and navigational capital Yosso (2005) through a specifically designed community college Social Network Platform (SNP). The inquiry analyzes how a specifically designed Social Network Platform affects student engagement discourse and how college personnel digital discourse affects a higher education virtual environment. Prior research Brenden, Deil-Amen, & Rios-Aguilar (2015); Deil-Amen (2014); Fagioli, Rios-Aguilar, & Deil-Amen (2015); and Ravi & Debra (2017), indicates how student engagement is being affected by specifically designed higher education Social Network Platforms (SNP). Community college SNPs facilitate digital campus cultural wealth through navigational capital Yosso (2005) and create spaces for socio-academic integrative moments (Deil-Amen, 2011). The navigational capital skills learned within specifically designed closed college social media spaces by community college students influence students' higher education engagement opportunities. This investigation is noteworthy in conceptualizing student engagement effects of specifically designed Social Network Platforms within the community college sector. The study explores what types of student engagement, navigational capital, campus-cultural wealth, and socio-academic integrative moments Deil-Amen (2011) occur within specifically designed higher education closed Social Network Platforms. The inquiry provides insights and awareness on what types of student discourses are used within specifically designed higher education closed Social Network Platforms. The study analyzes what effects social networks and hyperconnectivity Quan-Haase & Wellman (2006) play in student engagement communications within a community college setting located in the southwest of the United States. The analysis is significant in understanding the interactions between students and their college community peers and college personnel within specifically designed closed Social Network Platforms. This examination looks at what purposes students interact within a community college Social Network Platform and if these spaces facilitate an environment for college success through student engagement opportunities. This investigation concludes with recommendations to community college leaders driven to provide advanced environments for student success through specifically designed higher education Social Network Platforms. [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.]