There has been extensive media coverage on the negative effects of Emergency Remote Learning (ERL) on students. Though many reports address academic concerns, the focus of the media attention has persistently been the social and emotional repercussions of isolation and physical distance in academic settings. The reports are often based on generalizations and assumptions that consider neither individual context nor students who were academically motivated prior to the isolation imposed by ERL. The perception of acceptance and belonging is a factor in the success of first-year college students and is built upon the foundation of students' social and emotional development in secondary school. Students who experienced ERL during those transitional years may experience challenges finding a sense of belonging that should be examined to determine appropriate supports. This narrative case study will explore the lived experiences of academically motivated students at the culmination of their second year in college who experienced ERL as a result of the pandemic during their last two years of high school. This study will employ semi-structured interviews to elicit the students' perception of belonging and acceptance after their second year of college considering their unconventional transitional years (2020-2021) engaged in ERL. Student selected artifacts will be discussed and examined during the interviews as additional data for analysis. This study explores the lived experiences of students in order to evaluate the enduring effects of ERL and to guide educators and policymakers in developing appropriate supports to facilitate academic, social, and emotional success in higher education. [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.]