The purpose of this study was to better understand the perceptions and experiences of students in a learning community that incorporated culturally sustaining pedagogy (CSP) into its curriculum. The field site of this instrumental case study was a community college learning community situated in a Hispanic Serving Institution in Texas. Data from interviews, focus groups, classroom observations, learning community events, and campus observations were collected and analyzed. Findings revealed a specific set of foci by students. While students discussed culturally relevant assignments, they did not highlight curricular elements usually associated with CSP. Instead, students emphasized familial aspects of the learning community, perceptions of validation by instructors, and aspects of instructors' feedback. This study uncovers student participants' perspectives regarding instruction, learning communities, and their college experiences.