The purpose of this study was to identify the positive and challenging experiences of currently enrolled Pell Grant higher education students at one private, four-year postsecondary institution in Texas. The qualitative study used an Interpretive Phenomenological Analysis (IPA) as a data collection approach to gain specific insight about Pell Grant student experiences. Schlossberg's Transition Theory framed the responses provided by Pell Grant students to understand how this private four-year university can reduce barriers and provide institutional support for Pell Grant students as they transition to and through their college journeys. Based on the results of the study, the following recommendations emerged: (1) establish a university emergency fund designed to mitigate student attrition; (2) clearly notify and educate Pell Grant students about their financial award package; (3) expand peer leader and staff resources that serve low-income students; (4) host listening sessions where low-income students can share their experiences in navigating the college experience with limited resources; (5) include a financial literacy component to the overall institutional student services program; and (6) consider vulnerable student populations within low-income students including former foster youth. [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.]