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This single site case study applies the "Transition Cycle" framework (Pollock & Van Reken, 2009) to an institutionally-based, student-run support program for Third Culture Kids. The purpose of this study was to examine how Lewis and Clark College responded to the presence of Third Culture Kid, or Global Nomad, students on campus by creating a student support program in 1992. This study examined the aims of the institution with regard to the program, the factors that led to the creation of the program, the current focus of the program, and the services that are offered to students. Student perspectives on the organization were also considered. This study utilized qualitative methodology including interviews with staff and third culture students at Lewis and Clark, site observation, and document analysis, with the goal of understanding how the support program operates. Findings from this study indicate that the program operates as a support network for third culture students on campus, and that the institution's staff, student advisory board, and student intern work together to keep the program operating and relevant to current students. Key factors include identifying third culture students early in the application process and making sure that the community is welcoming to all students. This study illustrates how one school has worked to recognize the experiences of third culture students, and suggests ways that other schools may work to adapt such a program to their campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]