The purpose of this qualitative descriptive study was to explore how science students described their experiences of collaboration in a virtual learning environment at a community college in the Midwestern United States between 2020 - 2022. The literature review indicated the need to understand how science students described their experience of collaboration in a virtual classroom environment. The study utilized the theoretical framework of Harasim's theory of online collaborative learning (OCL). The research question was: How do community college science students describe their experiences of collaboration in a virtual learning environment? The sample consisted of 22 participants, 15 individuals participated in individual interviews, and seven individuals participated in two focus group discussions. Thematic analysis was employed to analyze the gathered data. The data was open coded and MAXQDA was used to organize codes and construct them into initial themes. The analysis resulted in four themes, Theme 1: Collaboration in virtual classrooms requires adaptability. Theme 2: Collaboration in virtual classrooms provides opportunities for enhanced learning and diverse perspectives. 3: Collaboration in virtual classrooms requires strategies that prioritize communication and mutual understanding. Theme 4: Collaboration in virtual classrooms enhances learning, offering increased flexibility and access to resources. These insights offer valuable implications for educators and policymakers seeking to enhance virtual learning environments and promote effective collaboration among community college science students. [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.]