This study centered on the lived experiences of five community college students who were formerly incarcerated. Through interviews, the students shared their expectations before entering college, resources they found to be most helpful throughout their enrollment, and what they feel could make them more successful. The research focuses on the areas of academic learning, sense of belonging, and career preparedness. Results showed formerly incarcerated students were very independent when applying for college, but some standard procedures such as, applying for in-state residency for instance, are not streamlined. Formerly incarcerated students experienced difficulty using technology and finding the equipment and a quiet space to study. Active learning, connections with faculty and peers of similar interests, and helpful, trained advisors were all credited as adding to the success of formerly incarcerated students. These findings are discussed in relation to adjustments that can be made by community college administrators.