This study explores African-Canadian students' transition from being disengaged to their subsequent participation in the educational system at the university level. My aim in this process was to examine the experience of African-Canadian students as they navigated the educational system at the university level. This thesis argues that African-Canadian re-entry students are adversely impacted by their race, class, and gender location. The student narratives suggested that reentry programs and universities need to ensure that programs and policies in place address inequalities and racism. They also suggested that professors and administrators need to work with re-entry students, particularly those that are historically marginalized within the educational system, to make sure that they receive fair and equitable treatment upon accessing the academy.I interviewed six mature students who re-entered the educational system through their participation in a "transitional programme," or otherwise referred to as "re-entry program" in this study. In documenting their stories about making the transition from being disengaged to becoming successful at the university level, this thesis will focus on the narrative of six African-Canadian re-entry students. The thesis will also focus on their articulation about personal, emotional, financial and systemic challenges at the university level which affected them during the re-entry process. In articulating their experiences, participants acknowledged developing a strong network with African-Canadian professors/instructors, peers, and administrators allowed them to succeed the re-entry process.