Purpose and Method of Study: The digital divide is a result and manifestation of inequality in American society and the educational system. While there is an abundance of quantitative research that confirms the existence of the digital divide, there is very little qualitative research that addresses students' lived experiences. As such, this study seeks to gather, understand, and interpret the experiences of students whom the digital divide has impacted. This hermeneutic phenomenology, built upon a theoretical framework of equity theory, critical theory, and critical race theory, is uniquely equipped to interpret and convey the experiences of its participants. By providing a means for the voices of marginalized individuals to be presented as crafted stories, this study compels the reader to rethink their understanding of the digital divide and view it through a lens fashioned by those who experienced it. Findings and Conclusions: Four common ideas surfaced from the interviews: inequities are still affecting, health comes into focus, money makes it happen, and support from others. The participants were keenly aware that they were impacted by the digital divide and expressed different manifestations of the result. They identified disparate educational experiences, challenges to their mental health, and a perception of society that recognized inequities. Ultimately, the digital divide negatively impacts a group that is not responsible for, nor can they change, the digital divide--students. Rooted in societal inequities, the digital divide in education affects a population that cannot enact change. Students are victims in a battle they cannot win. [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.]