Considerable research has shown that education programs in prison help to reduce recidivism rates by helping individuals develop skills they can use to secure jobs upon reentry to society. While recidivism rates provide one quantitative measure of the benefits of such programs to society as a whole, and though their measurement comprises an effective way to politically justify offering educational programs to violent offenders, recidivism rates constitute a racially biased metric that does not capture the more heuristic aspects of carceral education and the far community-reach of college-in-prison programs. This study examines the life experiences of four focal participants in a college-in-prison program and supports the inclusion of trauma-informed writing in prison education and narrative inquiry as an entry point for making connections between incarcerated and non-incarcerated individuals that will help facilitate working toward a wholesome future for all humans while removing judgement and condemnation for the past and staying patient in the present. [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.]