The purpose of this interpretive phenomenological analysis (IPA) study was to understand the lived experiences and demonstrated resilience of nontraditional, two-year college students from underrepresented populations who have exposure to adverse childhood experiences (ACEs) and injustice. The intent of this research study was to investigate participants' perceptions of their educational experiences as they navigate higher education and to determine what supports, practices, policies, and systemic changes may be needed to foster an inclusive learning environment. Michael Ungar's Resilience Theory was used to frame this research. The literature review explored the effectiveness of trauma-informed care and culturally responsive training for faculty and staff with attention to the impact trauma, racism, and poverty have on adult student resilience and health; the need for and challenges of implementing institutional training in culturally responsive, trauma-informed perspectives and practices; and how culturally responsive, trauma-informed shifts in practice benefit nontraditional students from underrepresented population groups with ACEs. The research question for this study was, "how do nontraditional two-year college students from underrepresented population groups, with exposure to adverse childhood experiences (ACEs), make sense of their educational experiences?" Several themes emerged from individual interviews that illustrated the experiences of nontraditional students with ACEs. The results showed that systemic trauma-informed care and culturally responsive training, practices, and policies are valuable in higher education and advance social justice. [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.]