This qualitative phenomenological study intended to provide further understanding and add to the body of literature relating to Deaf and/or hard of hearing student experiences in hearing community college settings. This study's purpose was to better understand how students who identify as Deaf and/or hard of hearing are sharing and interpreting their experiences of inclusion and/or isolation while they are enrolled at a predominantly hearing community college in the state of Maryland. The three research questions were: How do Deaf and/or hard of hearing students share their lived experiences of inclusion and/or isolation within both the social and academic environments at a predominantly hearing community college? What barriers have Deaf and/or hard of hearing students experienced based on their deafness at a predominantly hearing community college? What are the social emotional supports that Deaf and/or hard of hearing students identify they need in order to feel included in social and academic spaces?The theoretical frameworks used for this study was disability studies in education to identify the barriers students experienced while in both academic and social environments. Deaf Space Project, Universal Design in Instruction and Deaf community cultural wealth was used to assess the social capital, familial capital, navigational capital, and linguistic capital from the demographic questionnaires each student answered prior to interviews. These capitals looked at how students obtained language and culture, held engagement and membership within the community, and if their K-12 educational experience aided or prevented success at a hearing community college. Overall findings suggest that a high percentage of isolating experiences were a regular occurrence. Four themes were identified that addressed native language use, cultural understanding, support procedures and resources, and communication. With guidance and understanding of these barriers and isolating/inclusionary practices, postsecondary institutions can navigate practices and environments to ensure more inclusivity for all of their 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.]