The purpose of this qualitative descriptive research was to explore how students described their experiences within a semester-long, new-student orientation program as contributing to their year-to-year re-enrollment at a community college in Arizona. Two research questions guided the stud. Exhaustive review of prior research indicated the pertinence of Tinto's (1975) Student Integration Model for Student Departure and Tinto and Pusser's (2006) Dimensions of Institutional Action. Both constructs were relevant for understanding the data collected and application of the findings. Purposive sampling secured 24 participants. From the college's new-student orientation in 2018, 9 students completed an anonymous, web-based questionnaire. From the college's new-student orientation in 2019, 15 students participated in web-based, semi-structured, individual interviews, and completed the web-based questionnaire. Thematic analysis helped identify 7 themes describing the overall experience in the new-student orientation as contributing to re-enrollment at the community college. Participants from both cohorts described the orientation program as providing opportunities to connect with peers, develop academic and social support, and identify professional resources. They also described orientation program experiences that helped develop confidence, create a sense of belonging, and contribute to re-enrollment at the study site, indicating the experiences were beneficial and recommended that peers should attend. The study findings were used to develop recommendations for professional discourse and implications for practice and future study. [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.]