Decades of research reinforce the power of postsecondary education to improve the lives of students and society. To this end, the establishment of an educated citizenry built to sustain and mold the principles governing an ever-dynamic America is increasingly a responsibility incumbent upon institutions of higher education. Just how to fund this enterprise in the midst of cyclical financial downturns with increases in demands for other governmental services and the reduction, or at least a restraining, of fiscal resources awkwardly positions higher education as something everyone believes in, but an increasingly risk-adverse political body is skeptical to support. A reason for this skepticism is an unclear understanding of the purpose of every federal dollar invested. This paper provides a viable resolution through the depiction of current interrelationships in the funding of higher education by reframing the current role of direct federal funding for higher education and concludes with recommendations to improve the interplay of federal funding with other funding partners. The various federally funded programs have led to a call for a simplified federal role, a refrain that has gained traction. At its heart is the call for a defined structure where each program has a clear role to play--something that is currently lacking. Rather, when contemplating the interplay of federal funding with states and institutions one is reminded of a youth soccer game where players huddle around the ball and chase it wherever it may go. It is reasonable to suggest that role clarity matters as much in the organization and operation of a soccer team as it does in the provision of higher education funding. For, if roles were clear, states and institutions could operationalize their support efforts to address areas not addressed by federal funding. This segmented approach--an approach whereby state and federal agencies no longer duplicate efforts--is needed to support the interplay of funding between multiple entities while giving states and institutions maximum flexibility to operate efficiently. This paper illustrates how federal funds flow to, and sometimes through, primary recipients. By tracing the flow of funds, three areas for improvement are identified: Calculating Student Expense Budgets, Improving Communication and Contextualizing College. Specific recommendations on how to improve these areas are provided. By enacting these recommendations two things will be accomplished. One, states and institutions can better target their funding to support students and institutions. Two, the skepticism of policymakers will be assuaged as they have confidence that each federal dollar is efficiently supporting students and institutions to the benefit of society.