This ethnographic study aimed to understand how the educational goals of Multilingual Learners at community colleges were shaped and examine how institutions may influence goal orientation. A critical ethnographic case study was utilized, employing data triangulation through observations and interviews as data collection methods. Participants included seven multilingual learners who were enrolled at a community college English for Speakers of Other Languages (ESOL) program in the Southern region of the United States. This study sought to better understand how institutions may influence goal orientation of these learners. The study was framed through a conceptual framework of goal orientation theory and discourse theory. The four key findings of the study are: Educational Goal Alignment, Oral Communication, Intrusive Advising Support, and Student Labels. These findings are described alongside support interventions that could help multilingual learners reach their goals and simplify institutional and state policy that can label and hinder admissions processes, degree selection, and tuition costs. [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.]