In developing countries like Cameroon, students' participation in higher education can improve on the social, economic, and political status of the country. However, the mismatch between students' program choices and the preferences of the admission board may undermine this vision of national development. Surprisingly, even when students are admitted into mismatched programs, they accept and persist in the study of such programs. This study aimed to understand the mismatch phenomenon amongst university students using a phenomenological mixed method design. Data was collected from 34 final year students in the University of Buea and thematic analysis revealed the following three patterns of mismatch, including: first, students who never applied for their preferred programs of study; second, students who applied but were not admitted into any of their preferred programs; and third, students who were admitted to their least preferred programs of study from their ranked choices. These mismatches are mainly determined by prior subject choices in secondary and high school but students persist because other alternatives will result in time and money losses. However, while some students found congruence in their new programs, others indicated that their new programs still do not match their interests. Mismatches in program choices are detrimental to the quality of student participation. A multi-sectoral approach including efforts from basic, secondary, and higher education can limit the effects.