This study examines and elevates the experiences of first-generation, low-income, Black women (FGLIBW) who are navigating the community college pipeline. Three forms of data--biographical questionnaires, phenomenological interview responses, and testimonio share back prompt responses--capture the extent to which participants feel welcomed, supported, valued and visibilized during their community college experiences. Four themes highlight the journeys of FGLIBW participants and the organization of this study: Just A Student ID Number, Talking at Me Instead of Talking to Me, The Runaround, and I Didn't Even Know: Learn it, Sink or Swim. These themes embody the phenomenology and intentionality of this research. From the I am profiles, narratives, testimonios, recommendations and messages to educators, a call to action rises to foster a welcoming environment, ethics of care, and holistic approaches to ensure FGLIBW success when they enter the front door at the start of their educational journey and beyond. Critical Race Feminism, Black Feminist Thought and Community Cultural Wealth frameworks illuminate the racial consciousness, cultural responsiveness and critical self-reflection educators must consider when working with and in support of Black women scholars. This study reveals a troubling tendency for first generation, low income, Black women to blame themselves for difficulties they face throughout their college journeys, and reinforces how we must shift the burden from the student to the institution to implement policies, practices, and interventions which reflect the unique experiences of first-generation, low-income Black female college students. This study emphasizes the need to place the onus on counselors, professors, staff and institutional leaders to take responsibility and accountability for ensuring FGLIBW feel welcomed, valued, supported and empowered both inside and outside of the classroom through equitable opportunities, culturally responsive pedagogy, anti-racist curriculum and student-centered institutional policies and practices. The voices captured in this study call for (re)envisioning and a (re)design that will propel Black women scholars towards attainment of their educational goals in a timely manner. [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.]