As college education becomes more technology-centric, hybrid instruction that combines face-to-face and online learning has become prominent in programs that seek to serve nontraditional students. As courses offered in the hybrid format become ubiquitous, gathering student feedback regarding satisfaction and success is essential for continuous improvement. However, while some data are available about academic performance, few research studies have deeply explored the perspectives of nontraditional students enrolled in hybrid courses at community colleges. This qualitative study explores the perceptions of nontraditional students enrolled in hybrid courses at a Mississippi community college. The qualitative design is phenomenology, a method which attempts to understand individuals' lived experiences through interviews (Creswell & Creswell, 2018, p. 13). Thus, six nontraditional community college students participated in individual interviews followed by a focus group interview with five participants exploring their perceptions of satisfaction and success in accelerated mini-term hybrid classes and their comparison of hybrid courses to other course formats. Data from these interviews were gathered, transcribed, and analyzed to identify emerging themes, which was then used to convey a comprehensive understanding of the student experience of hybrid learning. Participants in this study described predominantly positive hybrid course experiences, highlighting benefits such as convenience and flexibility. Most participants described feeling satisfied and successful in their hybrid courses, and all of the participants described some benefits of both the face-to-face and the online components of hybrid courses. One participant described the combination of face-to-face meetings and online instruction in hybrid courses as "the best of both worlds." Several prominent themes and subsequent conclusions emerged from the analysis of participants' responses. Nontraditional student criteria, including age, life experiences, full-time employment, and parental responsibilities had a significant impact on participants' experiences in hybrid courses. In addition, the impact of the hybrid mini-term course format, the necessity of course flexibility, and the desire for instructor and peer engagement were frequently discussed. Perhaps most significantly, all participants attributed their positive or negative perception of hybrid instruction primarily to the instructor's role more than the instructional modality. [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.]