Limited research has examined the negative and/or positive aspects of the reporting, investigation, and adjudication process experienced by students who file a Title IX case, also known as complainants. To better understand the experiences of complainant students, this qualitative study used Feminist Standpoint Theory (Harding, 1993) as a theoretical framework to explore the lived experiences of 5 students who had filed a Title IX case, as they reflected on their experience 1-5 years after having completed the Title IX process. This study also involved interviewing 5 Title IX professionals to understand their perceptions of the student experience throughout the Title IX process. Using a hermeneutical phenomenological approach for data collection and analysis, the major findings are summarized in 4 major themes from interviews with the student participants: (a) a reported need to overcome their initial fear of the process, (b) the lasting emotional impact from navigating the process itself, (c) the importance of individual support to achieve satisfactory outcomes, and (d) making meaning of the experience through self-advocacy and a desire to help others. Interview data from the 5 professional participants also led to the identification of 4 major themes: (a) harm to students was inherent in the process, (b) support was important to students navigating the process, (c) significant changes were viewed as being needed to the Title IX process, and (d) the professionals expressed care for their students as the basis for doing their work. Notably, 3 consistent themes emerged across both groups: (a) the need for significant changes to aspects of the Title IX process; (b) systemic trauma is typically associated with the entire Title IX process, necessitating support in addition to that provided to victims of sexual assault; and (c) throughout the reporting and adjudication process, students should be empowered; wherever and whenever possible. Differing perspectives were observed in 2 areas based on data from the participant groups: (a) the professionals seemed to be unaware of the level of fear students associated with the decision to report, and (b) the professionals perceived the complainants as viewing the process as entirely negative whereas, in most cases, the students viewed the total experience favorably, particularly as they were able to make positive meaning from navigating the Title IX process. [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.]