This qualitative study explored the college life phenomenon as experienced by students with mild traumatic brain injury (MTBI). Previous research about such students has focused on topics including study strategy use, access of support services, and insights from caregivers or instructors. However, little attention has been paid to the perceptions of postsecondary students, and available data stems almost exclusively from structured survey items and quantitative research studies. The lack of direct input from students with MTBI means professionals have limited insight into perceptions about students' challenges and successes associated with college experiences. To address this research gap, we asked five college students with MTBI to discuss their college experiences, factors mediating those experiences, and perceived similarities and differences between themselves and other college students with and without disabilities. Each interview lasted approximately one hour and used a semi-structured interview protocol. Data were analyzed using established phenomenological methods. Results suggested that the students experienced cognitive, physical, and social-emotional changes that altered their academic experiences, necessitated academic accommodations, and required self-advocacy skills. In addition, family and teacher support, self-determination, and academic accommodations positively affected students' college experiences, whereas factors such as injury invisibility, coursework difficulty, and teacher misconceptions or lack of support had negative effects. The findings highlight the need for additional education and support for college students with MTBI and the educators who serve them.