This phenomenological study used an anti-deficit perspective to explore how TCK identity helped nine US participants succeed in college. All participants had lived outside the United States for at least seven years before age 18 and returned for college. Key findings: TCK identity — including adaptability, open-mindedness, and flexibility — contributed positively to college success. The study calls for updated research on TCK identity and for higher education institutions to develop better support structures for incoming TCK students. Published in the International Journal of Intercultural Relations.