It is commonly accepted that primary and secondary education help maintain social and economic stability, but there is also consensus that postsecondary education contributes to social and economic mobility. While there have been improved enrollment numbers among minoritized and low socioeconomic populations over time, there is still disproportionate underrepresentation among Black, Latino(a), Native American, and less economically privileged students in higher education; the disparity is ever more apparent when considering university degree completion rates among these underserved groups. Although test-optional admissions were implemented due to the inability of high school students to take the SAT or ACT during the COVID-19 pandemic, the issue put a renewed spotlight on college entrance exams, access, and equity in college admissions. Presently, there is sparse information available to determine the impact of test-optional admissions policies on underrepresented, often underresourced, communities. This study explored historically underrepresented students' perceptions of college choice, admissions processes, and first-year experiences at a four-year public university through a qualitative case study approach to inquiry. Participants in the study were second-year students from minoritized populations who applied without college entrance exam scores. Data collected from this study have implications for high school educational leaders and guidance counselors impacting pre-college preparation and for university admissions policymakers and enrollment managers interested in widening participation and degree completion for historically underrepresented populations in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]