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The purpose of this phenomenological study was to explore the experiences and interpretations of work-based learning activities for community college students. For the utility of this study, professional identity development was generally defined as the ways that students come to understand and make meaning of themselves as emerging professionals through engagement in authentic workplace-related experiences during their community college education. The theory guiding this study was figured worlds theory by Holland, Lachicotte, Skinner, and Cain as it provides a lens for examining how students' identities are formed through participation in socially and culturally constructed professional contexts such as workplaces. The study employed a qualitative phenomenological design to capture students' lived experiences and perceptions of work-based learning and its influence on their professional development. The primary research question will examine how participation in work-based learning influences the development of professional identity among community college students as they transition from education to employment. The study was situated within a community college context and included a sample of students who have participated in structured work-based learning activities embedded within their academic programs. Data was collected through transcripts of podcasts on the topic. These transcripts were analyzed through thematic analysis to identify patterns and meaning across participant experiences. The procedures for analysis included systematic coding, theme development, and interpretation aligned with the guiding theoretical framework.