The creation and enforcement of a cisgender binary throughout the history of the United States has led to the establishment of trans* identities as "deviant" or "deficient" others--mentalities that bleed into the policies, practices, and pedagogical environments of higher education institutions. Often, these understandings lead researchers, practitioners, and pedagogues alike to understand trans* students as being at an innate deficit when entering higher education based on their gender identities, and seek one-size-fits-all solutions to work with these students without critiquing their complicity in the systems of power that create trans*-exclusive environments. In order to transform institutions and subvert trans* oppressive practices, it is necessary to view trans* collegians as assets to their educational environments. Using a queered funds of identity approach, this qualitative study explores the ways of knowing trans* collegians develop throughout their lives as well as how students employ these world views in navigating often oppressive classroom environments. Findings from this study contribute to a growing body of literature centering the voices of trans* collegians in research on their collegiate experiences through a critical, asset-based lens. Presenting narrative profiles of three participants holding a wide range of gender, racial, ethnic, class, ability, and other social identities, this article dispels understandings that all trans* collegians experience gender, the classroom, and higher education identically. Findings also inform future research and pedagogical practice by postulating funds of identity as an ideal framework for engaging trans* students at the collegiate level.