Community colleges are viewed as essential in the preparation of skilled science professionals in the U.S., and research regarding instructor impacts on student attitudes toward science are timely and relevant. This study explored specific instructor characteristics and pedagogical behaviors and their influence student engagement, confidence, and motivation to study science. A phenomenological approach was employed with elements of grounded theory. Data were collected from 12 community college students through semi-structured interviews. An explanatory framework for instructor characteristics that affected students' academic attitudes focused upon engagement and confidence. Students' impressions of instructors' behaviors and attitudes reinforced the complexity of factors that affected their motivation. Instructors played a crucial role in building confidence, making disciplinary relevance explicit, and maintaining interest in science. Students valued instructors who were knowledgeable, caring, accessible, encouraging, and democratic. Students appreciated those who promoted a growth mind-set and autonomy, yet were still available as a supportive individuals. Future interventions should be implemented to address issues with the science course interest of community college students, and impacts on confidence and persistence. Informing instructors and policy makers that improvements in community college teaching techniques and support structures can enhance science attitudes is essential in students persisting in the pipeline, joining the STEM workforce, or transferring to four-year colleges. Understanding community college student characteristics can lead to customization of methods, objectives, and supportive policies to meet student needs, which may provide a well-equipped talent resource for participation in STEM careers.