While many student development theories exist to understand how students grow in their understandings of their identities during their time in college, no theories exist to understand students who are experiencing a change in their social identities themselves. As previous research has indicated that identity change can be stressful and isolating, as well as an educational process, research is needed to understand how to best support students and understand the impacts of their identity changes. This study attempted to start filling this gap in the literature by using narrative inquiry and Abes et al.’s (2007) reconceptualization of the Model of Multiple Dimensions of Identity to understand the identity changes of undergraduate transgender students and students who acquired physical disabilities. The study’s findings revealed the impact that identity change can have on students’ need for community, personal relationships, social interactions, and holistic growth. These findings offered new perspectives on the experiences of trans and disabled college students, demonstrating the need for future research on these populations’ identities, as well as on students’ experiences of identity change overall.