The mixed heritage population is one of the fastest growing in the United States. With mixed heritage youth doubling in the past ten years, higher education institutions can expect an increase of this minority group. Historically higher education has responded to underrepresented student needs and designed student services for monoracial students with little consideration given to mixed heritage students. Universities are being called to examine their readiness to serve mixed heritage college students with these students attending college at a time when many problems of racial injustice remain unsolved, monoracial categorization of students is the norm, multiracial microaggressions are being demonstrated and navigation of their existence on campus is done with limited support. Despite an increase in visibility, there is a dearth of literature related to college experiences of mixed heritage students. The purpose of this qualitative study was to explore the experiences of mixed heritage college students in race-oriented student services and programs. Using grounded theory, the study attempted to understand multiracial college students' experiences who participate in race-oriented student services. The findings suggest that mixed heritage student experiences on campus and in programs and student organizations are different from their monoracial peers in how they consider their eligibility for services, develop racial identification, demonstrate racial authenticity, participate in monoracial focused programming and experience multiracial microaggressions. Implications for higher education and future research are discussed. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]