The underlying goal of all five of the chapters in this manuscript is to better understand how language facilitates or impedes care for gender nonconforming (GN) people, individuals who experience and/or express aspects of gender that do not conform to social expectations, through (1), access (2), knowledge, (3), quality of care, and (4) education. GN individuals are more likely to need access to mental health treatment, yet many avoid seeking care out of fear of further mistreatment. This study seeks to understand how language may play a role in the care process and access to care. Chapter 1 is an introduction to the idea of language as a regulatory process. This chapter is an introduction to the population and reviews relevant literature. Chapter 2 explores institutional language as a key element for access to care by examining intake forms collected from mental health clinics throughout the state of Utah. Chapter 3 examines the role of social work education in preparing students for practice with GN individuals. This exploration is conducted by examining descriptions of gender and GN experience from the perspective of social work students. Chapter 4 explores how social work students ascribe meaning to GN experiences may reflect patterns of communication and influence the therapeutic relationship and working alliance. Chapter 5 is a summary of the research findings. This chapter addresses the implications of the research findings and provides specific practice, education, and policy recommendations. [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.]