This qualitative study explored the factors that contributed to the success of community colleges students who completed the English for Academic Purposes (EAP) program for English Language Learners (ELLs) and entered the Honors College at Miami Dade College. The purpose of this study was to develop a mid-level theory about the factors and processes that facilitate the success of these students. A phenomenological and grounded theory approach and analysis was used to discover the lived experiences of these students and to construct a mid-level theory that helps capture their success experiences. The study was conducted at a mid-size campus of a large, Hispanic-serving mostly two-year institution (HSI) located in Southeastern Florida. Data was gathered from students using a one-on-one, semi-structured interview format designed to identify the factors that contributed to student success in navigating their journey from the EAP program to the honors college. The major themes and processes that led to the students' successes are explicated from their interview data. Implications of the study including findings for community college administrators, Honors College administrators, faculty and support services are discussed. [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/en-US/products/dissertations/individuals.shtml.]