Adults with unresolved Adverse Childhood Experiences (ACEs) present a unique opportunity for universities to support students as they strive toward positive change. As marginalized students seek to improve their lives, they often utilize higher education as their means. Traditionally, this path has not been easy to for students to navigate, nor have institutions been tolerant or sensitive to the challenges they face. All students bring diverse issues, but those of the adult, minority student associated with ACEs, present a greater barrier to academic success. A strengths-based, ACEs-informed system within institutions to help students buffer the often-daunting higher education environment creates a more beneficial educational experience. [For the complete proceedings, see ED590245.]