The researchers used an existential psychology lens for a qualitative study with six university students across three timepoints to explore how these students attribute meaning to their educational experiences. The participants engaged in a reflexive approach, questioning and integrating their education as an existential experience. Over time, many developed perceptual dynamics about their experiences and meanings. Their choices were viewed through the prism of authenticity and motivations regarding the subjective significance of one’s education. Potential contributions and suggestions for reflexive approaches to research and practice in higher education are discussed.