Using agency as a theoretical lens, this phenomenological study aimed to unpack the experiences of minoritized students in HyFlex courses to determine whether HyFlex learning can be used as a model for equitable instructional practices in community colleges. Through interviews of 10 participants, this study examined the lived experiences of minoritized college students in HyFlex courses in the United States and offered recommendations for community college practitioners.The term minoritized in this study was defined by any combination of these criteria: (a) race/ethnicity, (b) gender, (c) native/first language, and (d) disability. Emergent themes in the study included Indigenous students, working mothers, and students with disabilities. Most participants identified flexibility as the most beneficial feature of HyFlex. For Indigenous students, HyFlex could be improved by adding a critical or decolonizing element to its foundation. For working mothers, universal design for learning and flexibility to choose how to participate in class were the two most beneficial features of HyFlex learning. HyFlex offers opportunities for students whose life experiences may be constrained by the specter of disability whether permanently or temporarily. Participants identified some challenges, such as unreliable or no internet, lack of culturally relevant and decolonizing pedagogies and perspectives, and untrained instructors.