Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.