The study of gender identity is becoming increasingly important to the field of higher education as younger generations of students enter their undergraduate programs. "As the number of college students identifying as transgender," gender nonconforming, or another gender identity, increases, "so too does the need to understand their unique educational experiences (Dugan et al., 2012, para. 1). Because gender identity impacts one's daily life experiences, including their experiences in undergraduate programs, there has been an increased need for "further research into factors that impact gender diversity" (Whyte et al., 2018, para. 1). Acknowledging that there are many ways that gender diverse students experience both support as well as discrimination on higher education campuses, the evaluation of the various "microclimates" that students are involved in may also prove to be influential (Siegel, 2019). However, before delving into the experiences of a group within this population and consequent potential impacts, the context must first be understood. In this phenomenological case study, self-identified non-binary undergraduates shared their lived experiences with student services at a gender-specific institution. Complexity theory was the theoretical framework and the lens through which leaders within higher education may better understand how this experience is relevant, although not generalizable, to many types of institutions. It was determined through this methodology that participants perceived current services at their institution, such as mental health resources, to be generally positive, although they noted more could be done to support non-binary students. [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.]