Community colleges provide an education to a large share of college students. Yet, there is a paucity of research on LGBTQIA community college students, particularly how their experiences of marginality and mattering impact their sense of belonging, academic persistence, and personal development. Using the qualitative method of narrative inquiry, guided by Schlossberg (1989) marginality and mattering theory, and informed by Bronfenbrenner's (1995) ecological systems theory, this study explores the experiences of marginality and mattering of LGBTQIA students at a community college. We found LGBTQIA community college students experience both a sense of marginality and mattering based on their interaction with various social contexts within the college. Results also suggested the establishment of a LGBTQIA resource center and positive faculty engagement increased LGBTQIA students' sense of mattering, thus allowing them to persist and achieve their academic goals. We conclude by offering recommendations for community colleges and future research.