voice to the voices of others and examine the lived experience of students with the same condition to identify possible supports that would enhance inclusion in higher education. This research was driven by the desire to illuminate both the hidden nuances of personal experience (hence the use of autoethnography) and to highlight the lack of research about educational participation of TBI survivors. The analysis was from both professional and personal perspectives. Through an examination via an iterative and interconnected research process, the authors explored the question, what are the supports for participation and access for students with TBI in higher education considering the first author’s experiences. Traditional research might provide generalizable data but may not facilitate deep illumination of experience and voice. This examination transcended traditional research and comprised Students with traumatic brain injury (TBI) are often marginalized in terms of participation in higher education because of an implicit association of TBI with less academic functioning. The first named author is a Ph.D. scholar who aimed to add her autoethnographic and interview-based inquiry. It challenged the research team to consider different perspectives and to interrogate their own interconnections in the same engagement while working towards the same goal. The concept of transmethodology will be discussed regarding the development of multiple perspectives that can assist in transgressing the common divisions in the theory and practice divide and explores knowledge of marginalization regarding participation for students with TBI. This paper argues for the importance of innovations such as transmethodology when researching deeply personal phenomena.