This qualitative study aims to understand the experiences of students of color who have completed the transfer-level English class taught utilizing the concurrent model set by AB 705 and whether this model affects their academic success. The problem this study focused on was how equitable access to higher education is for community college students. The methodology of Critical Race Theory was used to study educational inequity among students of color and their experiences in educational systems. Participants expressed that embedded tutoring in English corequisite classes provided the necessary support needed to complete the transfer-level course successfully. However, the implication AB 705 faces is the understanding that students enter at different educational levels and the need for resources and support are essential to bridge the educational gap. Therefore, professors teaching corequisite model content must have a positive outlook toward scaffolding and building a welcoming environment for their students without implicit bias about students' readiness for college-level education based on their proficiency in academic writing. [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.]