The purpose of this qualitative research was to examine transgender, nonbinary, and gender-nonconforming (trans*) students' perceptions of prospective colleges and universities that impacted their choice to attend and their sense of belonging at the institution before attending. The study aimed to make sense of their college transition experience relating to their identity development. Statistics on the number of openly transgender students attending 2-year and 4- year higher education institutions are currently undetermined, but research has supported the hypothesis that the number of students who identify as transgender, nonbinary, and gender-nonconforming is increasing. Being that college is quite often the first time many young adults are away from home, for many trans* students it is also a rudimentary exploration for the opportunity to self-identify as trans* and explore gender identities other than their ascribed status. However, these students form a marginalized population who fall victim to significant prejudices and experience notable discriminatory obstacles in their educational journeys due to their gender identities. Some of these barriers, and therefore, places where higher education institutions can enforce procedures and policies to support their students, include implementing mental health support and health care services, creating inclusive housing options and extracurricular activities, and the ability for students to use their chosen name and gender identity. A phenomenological exploration of self-identified transgender students at a university in the northeastern United States was conducted to understand how trans* college students make sense of their personal experiences transitioning to higher education. Transition theory was selected as the framework to examine the investigated problem because it focuses on understanding and analyzing the various processes, challenges, and adjustments that individuals undergo as they move from one educational stage to another or transition from one life phase to another within the educational context. The central question guiding this study was: How do transgender, nonbinary, and gender-nonconforming students evaluate the culture of a prospective college or university and their sense of belonging at the institution before attending? [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.]