This qualitative study, conceptualized through the lens of Critical Race Theory (CRT), examines the lives of three "non-traditional" undergraduate students and their respective journeys to earn a bachelor's degree in Early Childhood Education. Rather than viewing the participants in this study from the deficit perspective frequently used to describe "non-traditional" students, the resources and assets participants brought to their educational experiences are highlighted. Life history interviews were used to elicit the stories and experiences of the participants and as a means to honor their stories and give voice to those who are often silenced. The "non-traditional" students in this study were members of a university that was originally designed to meet the needs of traditional students. In many ways, these "non-traditional" students were viewed as "others" and as individuals who were not privy to the same types of schooling as their traditional counterparts. Further, power and access were often unevenly distributed among the students at the university, with "non-traditional" students having little power or access to even the most basic kinds of support services that would help them successfully navigate their undergraduate studies. By examining the lived experiences of these students, this study both recognizes and gives value to these resources in an attempt to alter the deficit view of "non-traditional" students. The assumption that "non-traditional" undergraduate students come to the classroom with cultural deficiencies is critiqued, and instead the strengths and forms of Community Cultural Wealth (Yosso, 2006) that study participants bring to their educational experiences are highlighted.