This study analyzed the strengths and areas for improvement in the resources and support provided to college access practitioners serving in urban charter and public-school communities. Prior research has examined the impact that college and career readiness resources and support have on students' postsecondary preparation and success. Limited research has been conducted to evaluate how college access practitioners view the resources and support provided to them within their school communities. Using a qualitative phenomenological approach, a focus group was conducted to evaluate the lived experiences of college access practitioners serving in urban charter and public-school communities within the Eastern Region. The findings from this study uncover that college access practitioners serving in urban communities find support from their school administration and staff to be a strength in the resources and support provided in their school communities. This study also uncovered that school culture and lack of support from teachers are areas for improvement. The findings and recommendations outlined in this research study will assist urban charter and public-school communities in assessing any existing gaps in resources and support provided to college access practitioners serving in their school communities. Recommendations for further research include expanding the sample size to include college access practitioners serving in urban communities throughout the country, college access practitioners serving in rural areas, and college access practitioners serving in more affluent school communities. [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.]