<p>Despite attempts to equalize access to U.S. higher education for contemporary students from historically marginalized groups, structural obstacles persist within universities, particularly among students struggling to meet their basic needs. To understand how interlocking power relations (e.g., racism, classism) in systems of higher education impact contemporary students, we conducted a qualitative analysis of 11 focus groups with 58 students who utilized basic needs services across five University of California campuses. We identified three themes that characterize the experiences of contemporary students who are at intersectional positions (e.g., low-income, first generation to attend college): (1) they continue to face challenges navigating a system designed for traditional students; (2) students are challenged by the lack of access to the power and privilege that operate in student-related institutional operations and policies; and (3) university personnel’s lack of structural competency creates additional burdens for students. Our findings highlight the need to address structural obstacles and advocate for supportive policies in higher education to ensure that contemporary students from historically excluded groups achieve degree completion.</p>