This qualitative narrative study aimed to explore the impact of the tutor-student relationship on students' perceptions of belonging in community colleges. This study employed a qualitative narrative approach to understand a distinct phenomenon: the influence of the student-tutor relationship on the sense of belonging among community college students. This study examined students at community colleges who utilized their college's learning assistance center to access tutoring for at least one semester and used semi-structured interviews and focus groups as well as a researcher's journal to gain understanding of how the students made sense of their roles as students as a result of their learning assistance experiences. The following research questions guided this qualitative narrative study: 1. What stories do community college students share about their relationship with their tutors? 2. How do community college students describe the impact of their relationship with their tutors on their sense of belonging within their college community? 3. What, if any, resources do community college students share would be useful to enhance their relationship between them and their tutors? The gathered data was codified and analyzed into a compelling narrative structure. Three themes during the data analysis process: 1) Navigating Challenges and Cultivating Personal Growth, 2) Finding Community, and 3) Growth as Scholars through Mentorship. The findings from this study may be used to inform community college administrators and executives about the impact of the tutor-student relationship on community college students' sense of belonging and how that can improve student outcomes, such as retention and graduation rates. Structural and programmatic recommendations for community college learning assistance centers are provided, as well as suggestions for future research. [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.]