The purpose of this phenomenological research was to explore the essence of the unique lived experiences of biracial/multiracial emerging adults as they transition to the college environment. Mixed race or biracial students may face a dilemma when approached with choices to join organizations on campus. They may not experience that their unique heritage is supported within the contexts of other currently well-established campus groups (Ingram, Chaudhary, & Jones, 2014). For biracial or multiracial students, college is actually one of the many development experiences that "prompt them to consider how their background may be different or similar to others" (Brittian, Umana-Taylor, & Derlan, 2013, p. 177). The formation of student clubs and other student organizations has been seen as an ongoing effort to holistically support student life on campus during a time of transition in order to improve matriculation experiences (Tinto, 2005). However, biracial/multiracial students are oftentimes placed in a "forced choice" dilemma of choosing between singular racial identities despite embracing multiple identities (Literte, 2010). While recent studies have reflected on issues surrounding student success for ethnic minorities in college (Brittian et al., 2013; Ingram et al., 2014; Literte, 2010), this research aimed to offer further insights into student development experiences and perspectives shared by biracial/multiracial students. The current research hopes to offer further insight to support student success through perspectives on student development shared by biracial/multiracial students by inquiring (a) How do biracial/multiracial students recount the lived experience of their transition to college? (b) What are the experiences of biracial/multiracial students in developing their identity in the college environment? (c) What experiences do biracial/multiracial students describe as relevant to their backgrounds in their new college environment? This phenomenological study will offer further college student perspectives on the unique aspects of identity development during transition to college for biracial/multiracial students. These student perspectives may provide further clarity for support services that could be beneficial to students with a biracial/multiracial identity. [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.]