As the number of refugees worldwide continues to rise at an alarming rate, it is pivotal for resettlement processes to include equitable pathways to postsecondary education and the workforce. Despite the growing media coverage of the experiences of individuals with refugee backgrounds, empirical research on adult refugees in college is scant, especially regarding those attending open-access institutions such as community and technical colleges. This dissertation study addresses this gap by examining the experiences of 20 adult refugees from nine different countries who have attended a technical college in Wisconsin. Using an asset-based theoretical lens comprised of critical qualitative inquiry, intersectionality, and community cultural wealth, the data analysis identified individual- and institution-level supports and barriers that shape refugee college student experiences. Specifically, findings reveal that, (a) refugee students face individual-level barriers based on certain identity intersections, such as language ability, income, and gender. (b) Refugee students possess significant cultural capital from their communities which provides tremendous individual-level support in college. (c) At the institution level, refugee students find most support in financial assistance and being in community with culturally competent advisors, faculty, and peers who validate their experiences, clarify college processes, and connect them to resources. (d) Refugee students face significant institution-level barriers including pressure to prioritize making money, a lack of information about how to access and navigate college, discouragement and bias from staff, and the inability to transfer and validate previously earned credentials. These experiences point to the importance of honoring refugee identities and assets, fostering strong socio-academic communities, and clearly communicating the path to and through college. Based on these findings, leaders and policymakers in resettlement and two-year colleges are called to increase collaboration and to ensure a path to college is within reach and consistently communicated to refugee communities. Considering the lack of literature on refugee college experiences in the U.S., future research could build upon this study by further identifying and dismantling structural barriers experienced by refugees who want to attend college but have not yet been able to achieve this goal. [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.]