This is a study of Iraqi refugee students in a large suburban community college called East County Community College (ECCC) in Southern California. This study explores the lived experiences of Iraqi refugee students as they transition into a new education system in a new country. Using a qualitative phenomenological approach, this study seeks to illuminate and understand the essence of the meanings that Iraqi refugee students attach to their community college experiences in a new country and make sense of these experiences. Refugee students enrolled in postsecondary education face academic challenges vastly different from students that come from non-refugee backgrounds. Although there is some existing literature on refugee and immigrant students' experiences in elementary and secondary education, there is a paucity of research on the specific experiences of Iraqi refugee students in higher education. This research addresses this gap in knowledge and focuses on exploring the experiences of Iraqi refugees as they transition into a community college in their new homeland. Data was collected by interviewing Iraqi refugee students who were recruited from Educational Opportunity Programs and Services Department (EOPS). Purposive sampling was utilized and data was transcribed and then analyzed using software called Saturate. In exploring the process of transition for each student, the three themes that emerged were: 1) Navigating the System; 2) Academic Barriers; and 3) Sense of Belonging. Bourdieu's notion of habitus and forms of capital served as the theoretical framework for this research. The findings from this study may be utilized to enhance understanding of the barriers and support mechanisms that affect Iraqi refugee students' community college experiences. It is the intent of the researcher that study findings will be used by campus administrators to implement strategies, programs, and policies which enhance the success of Iraqi refugee students at ECCC.