Although community colleges strongly espouse student-centered approaches, the actual experience of student populations remains a source of information and insight that needs to be tapped. English Language Learners (ELLs) in particular, with diverse backgrounds, needs, and experiences, need to have those experiences heard and accounted for. Much recent research reports that ELLs experience community college English for Academic Purposes (EAP) courses negatively, but more research is needed to complete this picture. One important factor may be the students' language mindset and how it relates to their overall experience in these programs. It is important to conduct further research into this area so that community colleges may better support this diverse population. This purpose of this mixed-methods case study was to explore the experiences of ELLs in one specific EAP program, and examine any existing relationship between that experience and language-learning mindset. Stemming from a transformative, pragmatic social constructivist framework, the following research question and sub-questions guided this study: 1. What is the relationship between the experiences of ELLs in a community college EAP program and their language learning mindsets? a. How do ELLs describe their experiences in the EAP program? b. What beliefs and attitudes do ELLs share about language learning? c. To what extent does language learning mindset correlate with the student experience in the EAP program? Using a convergent mixed methods case study approach, this study surveyed a purposeful sample of approximately 70 ELLs who either were completing their last semester of EAP coursework, or who had completed the EAP program and were enrolled in first-year English composition classes. This survey used Likert-scale questions and open-ended questions to determine factors constituting the student experience in EAP, and to examine connections between language-learning mindset and that experience. Eight semi-structured interviews with ELLs brought to the study more depth and insight about their experiences and mindsets. Convergences among the qualitative and quantitative data were analyzed to develop the findings, which were then member checked by a focus group. The study found that growth mindsets do relate to how students experience their EAP coursework. It was also found that relationships with EAP program faculty are fundamental to the ELL student experience of EAP programming. Overall, however, though some patterns and trends were found, it is not surprising that such a diverse group of students was found to have diverse experiences. [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.]