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This qualitative phenomenological study examined the lived experiences of individuals who successfully graduated from college after being raised by a non-biological guardian. Using phenomenological methodology, this study included the Adverse Childhood Experience (ACE) Questionnaire for Adults, Q-Sort Methodology, a demographic questionnaire, and semi-structured focus group interviews. Six participants from diverse racial, ethnic, and geographic backgrounds contributed their stories of navigating higher education while being raised primarily by grandparents, siblings, or other relatives.The analysis uncovered seven interconnected themes: resiliency born from adversity, guardians as partial yet crucial support, challenges with communication and emotional expression, navigating identity and expectations, the emergence of mental health awareness during college, academic challenges, and the transformational role of higher education faculty and staff. Adversity was viewed by participants as an obstacle and as a great motivator, driving students to succeed but also producing lifelong challenges related to identity, emotional expression, and mental health. Guardians provided stability and unconditional love but often lacked the academic guidance needed for navigating college, leaving mentors, peers, and faculty to fill these gaps. Not only was higher education a path towards social mobility, but also a space for emotional recalibration, self-discovery, and healing.Results emphasize the importance of resilience as a dynamic, evolving process shaped by adaptability, mentorship, and cultural identity. This study highlights the importance of trauma-informed and resilience-focused support within higher education for students from non-traditional family structures. Implications and further research extend to counseling psychology, clinical practice, and academic programming, emphasizing the need to integrate mentorship opportunities, mental health resources, and culturally responsive support systems to foster persistence and belonging among students raised by non-biological caregivers in kinship care.