In 2006, this dissertation research project explored the experiences of working-class students in elite higher education at Radcliffe College during the years 1940-1970. By conducting a secondary statistical analysis of the "1977 Radcliffe Centennial Survey" (a comprehensive questionnaire of the life experiences of alumnae) and a historiography of Radcliffe College, this study examined how the mid-point of the 20th century's changing social, political, institutional, and economic forces influenced the undergraduate and alumnae satisfaction levels and postgraduate career pathways of working-class students. Social class was defined according to the educational and occupational levels of the students' fathers. I employed a feminist interpretive research approach to investigate the intersection of class, gender, and race in women's elite higher education history. In addition to conducting a statistical analysis on the "Radcliffe Centennial Survey," a historiography was conducted at the Radcliffe Institute for Advanced Study by reviewing student records, annual reports, and college documents. In particular, this case study examines the specific challenges of conducting a secondary analysis on data collected over 35 years ago. It also discusses the strengths and weaknesses of using historical documents as a method to acquire a broader and deeper understanding of Radcliffe women beyond the statistical information. [This content is provided in the format of an e-book.]