A 2021 Open Doors report noted that for the 2018-2019 and 2019-2020 academic years, before the COVID-19 global pandemic hit, there was a 15% decline in enrollment for students from China who attended U.S. postsecondary institutions. Because of the pandemic, this drop in Chinese student enrollment was exacerbated significantly. When Chinese students do not persist through college and instead dropout, these students lose the opportunity to obtain an education beneficial to their needs and the community college system will lose both revenue and the unique global perspectives these students bring to the educational environment. A decline in enrollment could indicate negative consequences for the community college system, which already struggles with enrollment management. Using Tinto's academic and social integration theory as the theoretical framework, this basic qualitative study explored the perspectives of 20 international student personnel at California community colleges about the academic and social challenges experienced by Chinese students. The study also sought to understand the role of the community college in supporting Chinese students prior to the COVID-19 global pandemic and since transitioning to an online learning environment. The findings from the interviews demonstrated Chinese students, in some instances, have difficulty integrating academically and socially at the community college due to certain challenges. Particularly, language barriers, challenges interacting with faculty, and plagiarism were the main academic challenges Chinese students experienced. Participants reported culture shock, closed social circles, isolation, parents as decisionmakers, and perceived social awkwardness as the social challenges Chinese students encountered. Despite these academic and social challenges, California community colleges have supported Chinese students with their academic and social integration through counseling, providing English as a second language courses, and connecting them to on-campus resources (e.g., student health center, tutoring center). From the study's findings, recommendations for practice, policy, and future research are presented to inform the California Community College system. [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.]