This dissertation presents a critical literature review exploring the influences of repatriation and adjusting to the university experience in the United States of America on the identity development of third culture kids. A third culture kid is someone who spent a significant part of their developmental years living outside their passport country due to their parents' vocation. Specifically, the repatriation process of third culture kids is examined as they repatriate at a socially impressionable time in development per Erikson's 8 stages of development model and how it impacts third culture kids both interpersonally and intrapersonally. Findings suggest college staff and faculty should strive for multicultural understanding related to their student populations and how different backgrounds, the vastly unique experiences of their third culture kid populations, influence the development of their students. This awareness of developmental impact relates to social engagement on campus and within the local community, selecting majors and careers, and seeking counseling for further support. The results of this literature review were used to develop recommendations for college faculty and staff mindful of diverse needs within their student populations to better support the third culture kids within their student populations through the impacted stages of their development. [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.]