Although the transition to adulthood after graduation can be difficult for any student, additional challenges remain for independent students. The authors define independent students as undergraduates between the ages of 18 and 24 who have no dependency on a parent or guardian, such as foster care alumni. It is important that higher education professionals examine the experiences of independent students and their post-university transitions. To that end, the authors present existing research surrounding the post-university transition in general, the independent college student population specifically, and the unique challenges this group faces in the post-university transition. A conceptual adaptation to Erikson's psychosocial development theory is used as a launching point to present an alternative path of development for independent students, which may better inform strategies to support this group through the post-university transition. Practical recommendations are explored for institutions wishing to better support independent students for and through the post-university transition, as well as a call for further research to test the validity of the presented conceptual model. [Note: The issue number (2) displayed on the PDF is incorrect. The correct issue number for this article is n3.]