The purpose of this study was to explore how female Somali students of refugee backgrounds describe the lived experience and the perceived influence of academic and social supports in their successful transition through college. Schlossberg's transition theory provided the theoretical framework. A snowball sampling method yielded 12 female students from the Somalian community in the Midwestern United States and purposefully selected 11 participants fitting study criteria. This qualitative descriptive phenomenological study consisted of semi-structured phone interviews. The research questions were the study's anchors to which all parts of the research process, including data obtained from the semi-structured interviews and analyzed, are part. The descriptive phenomenological data analysis method, combined with the descriptive coding method, was applied for the data analysis. Five themes emerged from the study: (1) educational assistance is helpful, (2) essential resources to provide needed support is helpful (3) social networks and peer relationships are helpful (4) education and academic achievement is essential (5) The family is essential and plays a necessary support role. Conclusions highlighted students' resolve to complete college despite the many challenges and brought attention to the unmet needs described as academic support, need for resources, social support of the academic support, need for awareness of the school-sponsored programs, and family support. The supports are vital resources that students described as essential to complete the degree program successfully. [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.]