This study fills a gap in the literature by exploring how Teochew graduates experience language maintenance while enrolled in higher education. Teochew is both an identity and less commonly spoken language that falls within the Chinese umbrella, and little is known about the Teochew population in the U.S as Asian American data is seldom disaggregated past the larger ethnic categories. The research questions answered through this study were: (1) How do Teochew-speaking students experience language maintenance while college-going? (2) How do Teochew students make sense of their identities in connection to language? (3) How do Teochew students perceive their interactions with family members after college-going? (4) How does college-going impact language use at home for Teochew students? Through interpretative phenomenological analysis (IPA), 25 participants engaged in semi-structured interviews to reflect on their experiences with Teochew language use, family language policy (FLP), and identity. Using Communication Accommodation Theory (CAT), I draw connections between participants' experiences and the role of power in language, and the overall impact on language maintenance for speakers of Teochew. The findings indicate that while there is an overarching pride for Teochew identity, language maintenance during college was marked by challenges in communicating mental health concerns and other complex ideas to family in Teochew, a lack of community space, and a lack of support from faculty and staff when it came to identity exploration. Recommendations additionally inform practices for supporting speakers of less commonly taught languages (LCTLs) in higher education. [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.]