Current college-aged students, broadly referred to in this article as Gen Z, are entering adulthood with the concept of gender as a spectrum rather than a binary. However, student information systems (SISs) in use throughout U.S. higher education institutions were built with retention and collection practices relative to binary sex and identity data. These systems and the policies associated with them inadvertently other trans and nonbinary members of our learning communities. When individuals do not feel that they belong at an institution of higher education, their chances of academic, personal, and post-graduation success are vastly limited. This article provides context for best practices within higher education in regard to data collection and reporting, records, and institutional documents for a growing population of self-identifying trans and nonbinary people. The scope of this article is specific to student experiences at U.S. higher education institutions in part due to rising awareness of Gen Z trans people and a lack of literature discussing the needs of trans or nonbinary faculty and staff.