This phenomenological study examined the educational experiences of multiracial college graduates who grew up in low-income households. Six participants who self-identified as multiracial and who grew up in low-income households were interviewed. Four themes emerged after data analysis: Adverse Race-Based Experiences, Othering, Caring Teacher, and Visibility and Teacher Connection. The findings of this study reveal that low-income multiracial students share common adverse experiences based on race in educational settings and experience exclusion in education settings. Other relevant findings in this study revealed that low-income multiracial students' academic, and in some cases, personal life was positively impacted by a quality, caring teacher. This study also revealed that student visibility in curriculum and educational materials, as well as relationships and connections with teachers, are critical. As the findings of this study indicate, it is essential to understand the needs of multiracial low-income students in educational settings as the demographics of the United States is changing. [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.]