The vast majority of college students, classroom faculty, student affairs educators, and administrators have a tremendous amount to learn about gender diversity. For this majority and for gender-nonconforming students and educators, opportunities are all but untapped to leverage this diversity to enhance learning, as well as to support and celebrate these individuals. On the other hand, every day that too many students and educators remain ignorant about this population is another day gender-diverse students face overt or unintentional discrimination. This article reports some of the findings from the first large-scale study conducted to examine the diversity that falls under the term "transgender." In seeking to support gender-nonconforming students, the authors had been particularly concerned with the absence of studies that compare the identity development processes of different transgender groups, especially people who identify outside of the gender binary of "man" and "woman" and people from different age cohorts. Therefore, their study, this article, and their book focus on these identity development processes. The authors begin with a discussion of the life milestones encountered by gender-diverse individuals and end with recommendations for supporting the learning, development, and success of college students who identify as gender-nonconforming. (Contains 1 table.)