This study revealed that housing-impacted community college students in the north-central region of California experienced a range of academic, cognitive, behavioral, emotional, and environmental factors while pursuing housing-related resources associated with their institutions, as well as off-campus resources provided by local, regional, and state entities. Maslow's theory of needs was used as the guiding framework, and the study revealed that the interrelationship of psychosocial factors and the nature of students' interactions with their institutions provide for improved definitions of success that can be operationalized as measurable outcomes. These outcomes can affirm policies that seek to facilitate impacted students' success by providing for their nuanced and ongoing achievement of goals. [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.]