This dissertation is a critical qualitative case study focused on the population of students with experience in foster care. This study sought to understand the postsecondary educational landscape for students with experience in foster care, as well as how postsecondary education is supporting these students, in the state of Pennsylvania. Validation theory was utilized as the theoretical framework for the study, providing a way to think about validation for students from an institutional level. To gain this understanding two forms of data collection methods were employed: interviews as well as document analysis. The findings of the study are discussed in the context of three major thematic findings: systems of support, infrastructure of support, and intentionality of support. Gaps as well as opportunities for postsecondary education to evaluate support were highlighted in the data. The dissertation concludes with a discussion of a holistic intentionality of equity for students with experience in foster care, to think through observed gaps. [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.]