This qualitative multiple-case study provides insight into the experiences of English language learners (ELLs) attending classes in a community college setting. Community colleges in the US play a significant role in the access to higher education for ELLs, a sizable student population that includes US high school graduates, adult immigrants, refugees, and international students. However, ELLs face a number of challenges and barriers. The study seeks to narrow a research gap and bring awareness to the needs of community college ELLs and their networking practices in support of those needs. It draws on the concepts of individual network of practice (INoP) (Zappa-Hollman & Duff, 2015) and network-embedded social capital (Lin, 2017), taking an asset-based approach in studying the ways in which ELLs gain access to support. Triangulated data sources include semi-structured interviews, illustrations of individual networks of practice (INoPs), and artifactual evidence. Findings indicate that ELLs in this context were very resourceful and able to utilize their network-embedded social capital by relying on ties to individuals who could meet some of their academic, linguistic, and social-emotional needs. However, the study brought to light that off-campus ties are playing a much more significant role in the support of the participants than campus ties. Practical implications for this and other higher education contexts will be discussed as they may be relevant to institutional practices when evaluating existing and planning future student support. [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.]