This study examined the literacy events and practices of Hmong women achieving academic success at a community college. Three women participants were interviewed regarding their past and present literacy events and practices. In addition, each participant took photographs of their own literacy events for five weeks. The photographs provided additional material for further discussion during the interviews. The study was designed as a collective case study in order to explore each participant's literacy practices and compare across cases. Coding was first conducted deductively, separating literacy events from literacy practices. Then each primary code was subjected to a second around of coding. Literacy events were also deductively coded, according to the narrative methods of situation, continuity, and place. Literacy practices were inductively coded to draw forth themes within each case. Findings indicate participants used literacy to meet school objectives, aid in learning, facilitate verbal interactions, affirm identity, and achieve goals. A combination of these literacy practices and cultural wealth helped these participants achieve academic success at the community college level. Implications for culturally responsive teaching are discussed.