Previous research in higher education often considers social identity characteristics and how they intersect with a range of educational outcomes. Yet, few studies have investigated how higher education informs both the development of social identities and a distinct political identity. Based on interviews with 39 students across four institutions, this article presents findings from a phenomenological analysis that captures the essence of students developing political identities while navigating other aspects of their personal development. The themes that make up the essence of this phenomenon include precollege formative political experiences and how salient social identities contextualize discourses about why students are in college. These experiences serve as guide rails in their political identity development. Implications highlight the necessity of researchers and educators employing intersectionality as a form of critical praxis in political engagement work and attending to inequities that stem from student's precollege political socialization.