This paper seeks to disrupt the historical development and widely perceived notions of the “traditional student” in postsecondary education. For non-traditional students, or students who are mature, economically insecure, work in the paid labour market, have family responsibilities, are single parents, have disabilities, or who do not identify with the dominant Eurocentric curriculum, the education system can be exclusionary through both policies and practices. Twenty-five single mothers were interviewed about the barriers and facilitators they experienced as students in postsecondary institutions across Southern Ontario. They were invited to participate in either a group or individual interview. The challenges faced for non-traditional students cannot be separated out from the nation state in which they live in. The restructuring of social policies in Ontario have contributed to further marginalizing people who were already living on the edge. This article presents initial findings from my doctoral research and aims to problematize the invisibility many single mothers reported.