Situated in an extensive review of the literature on emerging adult readers and writers and new college students representing historically underserved communities, Student Development Theory, literacy education scholarship, and Critical Race Theory, this study analyzes the perspectives of students who completed a college access and developmental English program which attempted to prepare students for college level work in one semester. The research revealed that successful students viewed their experiences through four essential lenses of growth that were key to their success: students developed a new, more expansive view of what college can do for them; students began to experience and value the importance of an academic community; students perceived their academic development; and students believed they were changing in meaningful ways-- as students and as people-- which suggested a transformative educational experience. The study concluded that the pedagogy articulated through the program's theoretical framework, inside the classroom and with implications for outside of the classroom, as well as the resulting four categories are essential to student access and success at community-based institutions of 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.]