Research has documented the ways in which students of Mexican origin are not succeeding academically in the same proportion as the rest of the US population. This process of educational failure occurs in the context of overt and more subtle forms of racism experienced throughout their schooling and everyday lives. Undocumented Mexican students face even harsher educational challenges as they experience life in a post-September 11th environment of heightened xenophobic US nativism. The purpose of this three-year study was to acknowledge the "counter-stories" and learn from the "counter-life-histories" of undocumented college graduates of Mexican origin as they navigate across and between historical, socioeconomic, political and cultural boundaries, barriers and contexts. The research is grounded in the experiences, voices and perspectives of six individuals who graduated from a community college in Arizona. The study utilizes critical race theory (CRT) as an interpretive approach to both situate and challenge ahistorical, decontextualized, and one-dimensional explanations of Mexican-American underachievement and adopts a life history methodology to engage comprehensively with the perceptions of the interviewees.