Transgender and gender diverse (TGD) students are attending colleges and universities that are woefully underprepared for serving the unique needs of TGD students. The purpose of this phenomenological study was to investigate the lived experiences of TGD post-secondary students in the context of pervasive genderism and cisnormative collegiate cultures. Utilizing the Communication Theory of Identity as an integrative framework, this study sought to examine these experiences through the articulation of identity as narrated by TGD students. This qualitative study was based on in-depth interviews guided by a focused and flexible interview script related to their college experiences. Five superordinate themes emerged through data analysis using NVIVO software including marginalization, cognitive dissonance, survival, belonging and identity work. Subsequent findings related to these themes addressed collective pre-college experiences, excessive cognitive dissonance, oppressive genderism and cisnormative constructs and identity management through identity work as a process for sensemaking. Implications for practice are presented and recommendations for future study are suggested. [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.]