A strong perception of classroom community has been linked to student satisfaction, perceived learning, and persistence. However, there is limited research on classroom community and the use of online tools with English for Academic Purposes (EAP) students, a population that typically has low completion rates. This study builds on the literature to explore EAP students' sense of classroom community when they use an instructor-created class WhatsApp group. The data collection consisted of a survey using a modified version of the Sense of Classroom Community Scale (SCCS) (Rovai, 2002a), along with closed- and open-ended questions. The SCCS consists of 20 items that participants rated on a 5-point Likert-scale. Descriptive statistics were used to describe the participants and SCCS survey items, while correlational analysis was used to investigate the relationship between the SCCS and student persistence. Thematic analysis was used to investigate the open-ended questions on the survey. The findings of this research suggest that social media can be used to build classroom community and socioacademic integration among EAP students. Using social media may be particularly important for peer support in online classes. Guidelines that include the purpose and rules for online groups are important and must ensure equity and inclusion among all members of the group. Classroom practices that support community building may enhance EAP students' academic experience and motivation to complete their academic certificates and degrees. Implications for the researcher, her professional context, and community colleges across Florida and the U.S. are provided. [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.]