Enrollment in evening higher education programs in Chile has significantly increased over the last two decades, enabling the inclusion of non-traditional students who pursue their college during evening hours. However, despite their active participation in the system and the availability of academic programs, there is evidence of insufficient institutional support to address the unique needs and interests of evening students. It appears that the structure of evening colleges has been predominantly designed to cater to daytime pupils.The goal of this research is to gain insights into the college experience of evening undergraduate students from five Chilean universities. Through a qualitative study focusing on the processes of social and academic integration into the university, this paper aims to identify the needs and challenges faced by these students, in order to contribute toward improving their educational trajectories. The findings highlight that student experiences are influenced by a triple role that evening students assume, involving their responsibilities as parents, workers and students. It emphasizes the support required to align their academic pursuits with their multifaceted lives, as well as the variations in educational expectations and personal goals across different geographical areas. Furthermore, the results of this study indicate that the institutional support mechanisms are strained due to the changing characteristics of the evening student population. This research is relevant due to its recognition of the diversification of students at tertiary educational level and its alignment with the principles of equity and, which are essential quality criteria defined by the National Accreditation Commission.En las dos últimas décadas la matrícula de educación superior vespertina en Chile ha crecido considerablemente, dando cabida a estudiantes no tradicionales que despliegan su experiencia universitaria en una jornada vespertina. A pesar de su participación en el sistema y permanente oferta académica, la evidencia indica insuficiente gestión institucional para responder a sus necesidades e intereses, al mantenerse una estructura diseñada para la jornada diurna.Esta investigación busca conocer cómo estudiantes de pregrado vespertino de cinco universidades chilenas forjan su experiencia universitaria. A través del estudio cualitativo de los procesos de integración social y académica a la universidad, se describen las necesidades y desafíos de estas trayectorias formativas con miras a potenciarlas. Los hallazgos exhiben experiencias condicionadas al triple rol que el estudiantado vespertino despliega (padre/madre - estudiante - trabajador), junto a necesidades de apoyo ancladas a fines académicos y distintas expectativas formativas y objetivos personales, distinguiéndose diferencias según macrozona geográfica. Asimismo, se detecta mecanismos de apoyo institucional tensionados por las nuevas características de la matrícula. El estudio cobra relevancia dada la diversificación de los cuerpos estudiantiles y los fundamentos de equidad e inclusión asociados, siendo ello un criterio de calidad institucional definido por la Comisión Nacional de Acreditación.