One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers' daily experiences to mediate their education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture. A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism. This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article provides a brief description of how CRT and LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism is described, including how it is used in this study. Third, this article describes the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race "testimonio" interviews. Following this description, the author presents the findings that demonstrate the ways racist nativism, class, and gender have manifested in the educational trajectories of the undocumented Chicana college students. (Contains 1 figure and 1 note.)