Feminist analyses of the "chilly climate" have documented the ways in which women have been and continue to be marginalized within institutions of higher education. Yet there has been little attention to the relationship between the "chilly climate" and the lived experiences of particular populations in specific educational settings. This article attends to that relationship and draws on a two-year ethnographic study that focused on single mothers attending a community college in the Midwestern United States. Situating their experiences within the particulars of post-welfare reform America and the dynamics of the institution they attend, I argue that the educational climate these women face is particularly chilly, something that is evident in the various attitudes, practices, and policies they encounter in their interactions with faculty, staff, and other students. In addition to analyzing the ways in which the "chilly climate" influences both academic and social aspects of single mother students' experiences, I offer specific suggestions for ways in which colleges and universities can create a more welcoming and supportive environment for members of this particular student population. (Contains 3 notes.)