This research study utilized a phenomenology approach to determine barriers faced by two-year community college students and investigated ways in which colleges can mitigate these barriers in order to minimize students withdrawing from their courses. The objective was to explore students' experiences and perspectives to answer three research questions grounded upon the focus on institutional, situational, and dispositional barriers that are causing student course withdrawals. Sixty-two degree and certificate-seeking students who had withdrawn out of classes during the academic year 2020-2021 made up the study's purposive sample. Of the sixty-two students, thirty volunteered to participate and respond to the demographic and interview questions on the electronic Microsoft form. The data obtained were analyzed using a six-step thematic analysis. The research findings revealed that several factors hinder retention, such as the perceived impact of educational resources, student aid, life circumstances, financial difficulties, coping obstacles, and motivation to finish college. Based on the findings, the recommendation is to foster collaboration among instructors, student support teams, external agencies, and counseling services to address these issues effectively. [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.]