This interpretive phenomenological analysis (IPA) studied the acculturation experiences of six adult immigrant students who were enrolled in a local community college adult basic education (ABE) program. The main study question was seeking how adult (ESOL) students perceive themselves and their overall position in mainstream American society. Allport's Intergroup Contact Theory was used as a guide and lens in seeking answers to the research questions. Allport's theory posited that under certain circumstances and conditions, groups who previously held animosity or misperceptions toward each other would develop more positive relations through their social contact. The ensuing data collected through semi-structured interviews was broken into five superordinate categories: (1) The Importance and Necessity of Learning English; (2) Feeling Accepted, Respected, and Fitting In; (3) The Opportunity for a Better Life; (4) The Importance of Freedom, Equality, and Safety; (5) The Importance of the Adult School Community. The study findings demonstrate the importance of ABE programs for immigrants arriving as well as educating the public about the process of immigrant acculturation. The findings can be of use for public officials, policy makers and school administrators as a way to develop effective and humane policies to aid immigrants so they can become healthy productive members of American society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]