Although there is no federal mandate that prohibits unauthorized students from enrolling in postsecondary institutions in the United States, the rising cost of attendance and inconsistent admissions policies have served as barriers for unauthorized students (Gonzalez, 2007, 2009; Perez, 2010). For this reason, states with large concentrations of unauthorized students have opted to provide them with access to colleges and universities without requiring proof of citizenship and enacted tuition equity laws to make the cost of attendance more affordable (Oseguera, Flores, & Burciaga, 2010; Nienhusser, 2014). However, little information exists on the implementation process of these laws and the training provided to college personnel to implement them effectively. Using a qualitative multiple case study, nine participants from three California Community Colleges (CCCs) were interviewed to explore the communication and implementation process related to Assembly Bill (AB) 540, as well as the training they received to implement it effectively. Data analysis revealed that although college personnel were willing to help unauthorized students to enroll in a CCC, their lack of formal training and resources continued to make the admissions process difficult for students. The findings of this study indicate that although the literature on unauthorized students has grown, there is still a need for further understanding and formal training of college personnel regarding the needs of this population. [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.]