DeafBlind university students are an understudied group of resilient and adaptable adults who experience significant challenges in their everyday life. Being DeafBlind has an impact on accessing information, communication, academic opportunities, social networks, positive self-identity, independence, connecting with others, and understanding one's surroundings. However, these students learn to adapt and adjust, using their residual hearing and vision, as well as available supports. Federal laws and transition services have allowed DeafBlind students equal access and equal opportunity for a post-secondary education; therefore, there has been an increase in the number of them attending institutions of higher education. To better understand the perspectives and experiences of five DeafBlind students who attend and learn to survive and navigate in a Deaf-sighted university, a theoretical framework based on resilience, the community cultural wealth model, and probabilistic epigenesis was utilized. Due to limited research regarding the emic experiences of DeafBlind students and the etic perspectives from university personnel, a qualitative and exploratory organizational single case study that included embedded subcases within the main case (e.g., university) provided an in-depth and overall holistic case. This method explored a real-life, contemporary phenomena in a natural setting. Multiple sources of information were collected from DeafBlind students, university members, observations, and document reviews to discover how DeafBlind students navigated university life, as well as what coping strategies they used to overcome academic and social challenges. University members provided additional perspectives and insights regarding DeafBlind students on campus and what is provided for them. Data was analyzed by way of a grounded theory systematic analysis with the emerging design of the constant comparative analysis. These separate analyses with DeafBlind students and university members identified shared themes, matched patterns, categories, and overarching themes to develop a greater understanding of the case. The overarching findings highlighted the importance of "access to communication and information" for DeafBlind students. In addition, findings provided a holistic picture of the overall organization as to how these students thrived in a highly visual university from an emic and etic perspective. To effectively support future DeafBlind students who plan to continue post-secondary education, insights, strategies, and recommendations are shared. [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.]