Faculty-student engagement has been found to be important for male students of color success in community colleges. However, there is limited understanding of how Southeast Asian American (SEAA) male students perceive their experiences with community college faculty members. The current study addresses this knowledge gap by examining SEAA male student perceptions (N = 256) of faculty relationship, welcoming engagement, and validation. Findings from this study suggest that SEAA male students had limited access to faculty who employ these practices. Implications for community college practice are discussed.