The purpose of this qualitative research study is to discover whether English Language Learners(ELLs‘), English as a Second Language (ESL) students, and First Generation College Students (FGCSs‘) participation in College of the Sequoias‘ writing center encouraged or yielded students‘ personal and professional involvement. The purpose of this study is to encourage faculty, staff, ESLs/ELLs/FGCSs, and community stakeholders to enroll in the services offered at the college discipline‘s writing center. In order for the dominant ethnic and cultural background of students to be independent learners and thinkers an institutional school reform must be in action. The present study contributes to the literature regarding ESL/ELL/FGCS adult learning theories and practices and explores the need for additional pedagogical practices to be implemented for post-secondary instructors and staff members. This study also helps to establish the strengths and weaknesses inherent in multiculturalism and diverse learning theories.