Community colleges and Adult Basic and Literacy Education (ABLE) programs developed partnerships to improve access to post-secondary education for adult learners and General Educational Development (GED) recipients. However, the number of students that use the GED to gain access to college is disproportionately low compared to the quantity of GED credentials awarded. This phenomenological research study examined student attributes and program and institutional factors of students who earned the GED credential while enrolled in the college-based ABLE program and who transitioned to the community college after completion. The study was completed at a multi-campus public community college in northeast Ohio. Working from an existing database, the lived experiences from first-time, full-time students were collected via in person interviews. The study provides recommendations for practitioners to improve student transition from ABLE to community college enrollment. [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.]