The purpose of this study was to examine the influence of validation experiences on academic outcomes for Oceania community college students, utilizing Rendon's theory of validation. Quantitative analysis of survey data showed Oceania students at a midsized community college were experiencing validating interactions with faculty and staff. The relationship identified between validation and students' sense of integration/competent membership appears to be influenced by participation in a culturally sustaining learning community. Findings further suggest that participation in the learning community influenced students' grades as well as their continued enrollment in college. Implications of the research include: creating and maintaining a validating environment for Oceania students through professional enhancements for faculty and staff in areas of cultural competency and initiating validating interaction with students; using the Oceania learning community as a model for other institutions to support student success; the need for additional research using qualitative methods to include more Oceania student voices, exploring elements of learning communities that are most supportive of students; and examining reasons for early departure of Oceania students. [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.]