This study explored the lived experiences of eight immigrants, documented and undocumented, with different profiles based on their background and their respective motivations, ambitions, and persistence to pursue a college education. The key objective of this study was to present to policymakers, educational leaders, and mental health practitioners the various constraints impeding the attainment of a college education for immigrants and the personal trauma they experience due to societal challenges and barriers. This phenomenological qualitative investigation consisted of in-depth semi-structured interviews that were conducted to identify the individual profiles of study informants. Sen's (1979) capability theory provided the conceptual framework for this study. His theory is predicated on the primary moral importance and freedom of people to achieve well-being. His theory contends that the freedom to achieve well-being is personally understood in terms of real opportunities for people to do and be what they have reason to value based on their capabilities. Husserl's (1859-1938) qualitative method of transcendental phenomenology was employed to collect, analyze, and report data related to the phenomenon under investigation. An examination of the information collected from the study's respondents resulted in categories and themes leading to respondents' profiles, which were then analyzed to determine their personal level of motivation, ambition, and persistence to attain a college education since their arrival in the United States. Meanings from the comparison of findings based on the data and theory developed are reflected in recommendations and implications for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]