While community colleges have traditionally been the leading providers of adult learner programs and the entry point for many minority students into higher education, very few English language learners (ELLs) transition to higher education. This qualitative gap analysis of the systems in place at a large urban public community college in the northeast United States aimed to better understand the current strategies for moving ELLs from non-credit, grant-funded programs to college degree programs with an eye to increasing efficacy. Ten ELLs, two educational case managers, and three college leadership members took part in one-to-one interviews and focus groups. The research focused on identifying the characteristics of ELLs that support an effective transition to college, effective strategies case managers use to support ELLs in this transition, the needs of case managers for professional development, and how college leadership can better support ELLs as they transition to college-bearing programs. The study findings identified three main themes: (a) lack of proper professional development; (b) the impact of misinformation, bias, and microaggression behaviors in the transition process; and (c) inadequate tracking systems resulting in poor data collection and student follow-up. These findings resulted in three recommendations: (a) a call for mandatory professional development that addresses cultural bias and microaggressions; (b) the implementation of a student tracking system that connects the adult continuing education division to the college registration portal; and (c) the improvement of data collection during the registration process and the implementation of pre-college programs within the grant-funded portfolio. These recommendations can be expected to improve the college application process for ELLs, the ELL experience as they transition to credit-bearing programs, and ELL's chances of being successful in their college careers. [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.]