Over the last several decades, nontraditional students have increasingly enrolled in postsecondary institutions (Ellis, 2019). This diverse population has altered perceptions of the traditional college student. Nontraditional students drive higher education institutions to reexamine their mission, purpose, sources of support, and delivery programs. Therefore, this study explored how these students navigate postsecondary institutions by focusing on one of the most overlooked student populations: Black and Latinx female nontraditional students (FNSs). Like their White counterparts, FNSs of color navigate postsecondary institutions while balancing multiple roles and responsibilities as students, workers, and oftentimes primary care providers. However, FNSs of color must also attend to the additional burden of systemic racism and discrimination across personal, educational, and professional domains. Grounded in a hermeneutic phenomenological methodology, the study examined the multiple identities and responsibilities of Black and Latinx FNS at a 4-year public college. Findings indicate a need to reimagine the profile of nontraditional students, examine how their various identities interact with existing educational structures, and further investigation on intangible coping mechanisms like radical acceptance. [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.]