A significant proportion of young adults experience a traumatic brain injury (TBI) every year, and students with this history are becoming a growing presence on college campuses. A review of the literature revealed very little research exploring the learning experiences of college students with a history of traumatic brain injury. The purpose of this study was to give voice to students living this experience and to help the students communicate as much as they wished to share about their experience with learning in college. This was a qualitative study utilizing a phenomenological methodological framework and purposive sampling in which six college students with a history of TBI were identified and their experiences with learning in college were collected and analyzed looking for emergent themes. The students also had the opportunity to take pictures of what they believed exemplified their experience and these pictures were used to help the students describe their experience and to add richness and depth to the study. This research study provided rich, detailed information about the learning experiences of college students with a history traumatic brain injury. The experiences of the co-researchers have validated many of the sequelae of TBI found in the literature review. However, there were new findings, regarding which, sparse if any information was found in the literature. [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/en-US/products/dissertations/individuals.shtml.]