The decisions to go to college and where are life-altering. Accordingly, college choice theory has been a necessary framework for understanding access and destinations in postsecondary education. The author argues for the need to depart from framing college-going around "choice" and puts forth a timely and context-driven alternative to previous college choice frameworks. In particular, the Iloh Model of College-Going Decisions and Trajectories illuminates the bidirectional relationship among three dimensions (information, time, and opportunity). The paper concludes with new directions for researchers, community members, leaders, and practitioners across the P-20 education pipeline.