Much of the research on college students with criminal records focuses on their undergraduate experiences in traditional higher education settings. In this study, attention is given to graduate students’ experiences. Specifically, I explore how graduate students are navigating through institutional barriers while possessing a criminal record. Through the use of a pre-questionnaire form, a semi-structured interview, and a concept mapping exercise, I was able to collect 10 students’ perspectives to show how they (1) chose to navigate through institutional barriers by proving themselves to others and (2) by choosing if and when to disclose their criminal records. Several implications for practice and research are offered so that graduate programs can use these suggestions to ensure that graduate students with criminal records have access to an equitable education.