The purpose of this phenomenological systematic qualitative review is to increase awareness about the self-identified lived experiences of college students with ADHD and provide information to faculty and administrators to influence institutional change, as well as peers and parents to inform practical, personalized support. The conceptual framework guiding this study is Erik Erikson's theory on psychosocial development, which describes how students with ADHD may become stuck in a developmental stage, impacting their transition to college. This systematic review followed PRIMA reporting guidelines and aimed to synthesize available qualitative research. Peer-reviewed, qualitative, English language research addressing the experience, challenges, and mediating behaviors of college students diagnosed with ADHD were searched in CINAHL, MEDLINE, ERIC, Psycnet, and Google Scholar. Studies that matched the inclusion criteria were included, appraised for quality, and thematically analyzed. Four overarching themes regarding the self-identified life experiences of college students with ADHD were identified: (1) Sense of self with ADHD (an advantage, a disadvantage, a source of relief, a source of shame), (2) Challenges in life domains (academic, addiction, daily living, emotional, social, and support challenges), (3) Impressions on treatment (efficacy of medication, risk analysis, potential for abuse), and (4) Empowerment through strategies for success (building support, self-accommodations, study strategies, functional strategies, recommendations for support options). Implications for future support from faculty, administrators, families, and peers were discussed. [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.]