One in five undergraduate students in the United States is also a parent raising at least one child (Gault et al., 2014), but few will complete a bachelor's degree within six years. Using Greene's (2014) Ecological Resiliency Model as a conceptual framework, this phenomenological study examines the persistence of 38 single mothers in the latter half of an undergraduate program at a four-year university. Each woman was in a unique context and with her own particular life experience, but three themes were common across all participants: a clear motivation to achieve economic gains for themselves and their children; the experience of some form of unseen identity; and varying degrees of challenges with single mother stereotypes. Their persistence strategies were dynamic, adaptive management approaches with their own tactics, drawing on various supports over time. Three key supports were university programs, workplace flexibility, and social networks. Without them, participants were more likely to express concerns about meeting fundamental household needs, feelings of loneliness and isolation, and stress over role challenges. Universities should support the growing category of students who are also single mothers as part of their diversity, equity, and inclusion plans. [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.]