Latina community college students face significant barriers in achieving their educational goals, particularly transferring to 4-year institutions. Despite comprising a large and growing demographic within community colleges, their unique needs and experiences often remain unaddressed. This qualitative study explored the lived experiences of Latina community college students in Los Angeles County aiming to transfer to 4-year universities I sought to understand their challenges, needs, and supports as community college students. Employing a counter-storytelling approach, the study utilizes "Platicas" methodology and method, informed by "Latina/o Critical Race Theory" (LatCrit) (Huber, 2010) and "Community Cultural Wealth" (CCW) frameworks (Yosso, 2005). Data collection involved in-depth "Platicas" with Latina students to capture their experiences navigating community college. Two research questions guided this research: How do Latina students reflect and describe their experiences navigating community college, particularly in relation to transferring to a 4-year institution? What do Latina students identify as their needs, challenges, and supports within their respective community colleges to facilitate successful transfer? Understanding the lived experiences of Latina students is crucial for developing student-centered policies and practices that promote their success in transferring to 4-year institutions. This research aimed to contribute to a more equitable and inclusive educational journey for Latina students pursuing higher education. [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.]