Educational equity for undocumented immigrants has become a widely discussed issue in both the political and public realm of Tennessee, in large part as a result of the individual determination and collective resistance of undocumented youth living in the state. This article focuses on the ways in which undocumented immigrant youth in Tennessee confront and challenge educational inequities, particularly that of affordable access to higher education. Specifically, we suggest that the undocumented youth in this study engage in both individual and collective forms of resistance to overcome educational barriers, a process we refer to as boundary politics. This article draws on data from 24 oral histories from a multi-year participatory action research project with members of a youth-led undocumented-immigrant organizing group. This participatory methodology was used to complement the collective action and individual forms of resistance employed by undocumented youth in this study. Overall, we argue that by engaging in a combination of various forms of resistance and activism, undocumented youth are influencing the social and political landscape of Tennessee, laying the groundwork for educational equity to become a more plausible reality within the state.