In order to be most effective, college access programming should aim to provide services that account for the social realities of underrepresented students in higher education. College access programming historically has been dedicated to serving low-income and first-generation college going students at the federal level, with many local college access programs dedicated to serving monoracial minorities specifically. Presently, it is unknown if the current approach to college access is inclusive of Multiracial students. This study examined how 13 Multiracial students perceived, interacted with, and benefited from college access resources. A constructivist narrative inquiry was employed to focus the study on the perceptions and experiences of Multiracial participants as they sought out resources while pursuing postsecondary enrollment. The research was guided by three questions: (a what pathways do Multiracial students take when accessing postsecondary education; (b) what college access resources do Multiracial students perceive as available for use; and (c) how does a student's Multiracial identity interact with college access pathways and resources utilized? Findings are presented narrative and comparative form. In total, nine themes were presented with each research question having three aligning themes. The college access and choice pathway themes found were community college as an entrance to postsecondary education, impact of school context on pathway, and predetermined pathways for postsecondary education. College access resources perceived for use centered on resource utilization and were found to have the three themes of maximized college access resources, limited use of college access resources, and no use of college access resources. Finally, the interaction of participant's Multiracial identity with their college journey fell under the themes of: no, limited, and high interaction. Findings from this study have implications for college access organizations and higher education institutions in how Multiracial backgrounds are defined and included in current models of service. [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.]