As the historically "traditional" college student body begins to include more marginalized and minoritized populations, institutions of higher education need to be cognizant of making all students feel welcomed, appreciated, and included. Doing so necessitates an understanding of dynamics surrounding gender, power, and privilege. Research on sexual and gender identity minorities in higher education has grown in recent decades, but that research has largely not resulted in additional support for students who identify as transgender or under the gender nonconforming umbrella. Also, most research has traditionally focused on four-year institutions. Not surprisingly, there is a dearth of information both about trans*-spectrum higher education students in general and at community colleges in particular. This narrative inquiry study aimed to capture and explore the stories of transgender and gender nonconforming individuals at community colleges using Schlossberg's theory of Marginality and Mattering. As a transformative method of research, this project also sought to collaborate with the participants to better understand how administration, faculty, and staff can best help support and promote students. This study will contribute to a small but growing body of research on transgender and gender nonconforming community college students. Ideally, the results of this study will help administrators, faculty, and staff to better understand these students. Also, trans*-spectrum students will hopefully see themselves in the participants, feel they are not alone, and know there are individuals working to elevate their voices and make their world a better and safer place. [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.]