The purpose of critical inquiry is to 'offer critiques of our world that allow us to transform it' (Baez, 2007: 18). Inthis article it is argued that limiting critical inquiry to qualitative techniques is fallacious. The critical theorist seeks to understand the experiences of individuals and groups in light of social prescriptions and cultural constraints (Stage, 2007). Lamiell (2003) noted that the scientific objective of quantitative methods was alwaysto ascertain an understanding of human experiences andto gain insight into the workings of the human mind.

Extensive information exists regarding the university choice process for some students, but little is known about the process for students who do not move directly from high school diploma to higher education. In this article, we explore the process that these nontraditional students take to earning a university education.