Undocumented Hispanic students in higher education have many challenges and barriers to overcome. This qualitative study investigated the emerging themes identified in the lived experiences of five undocumented Hispanic (UH) students who successfully completed their education in a two-year college in southeast Texas. This phenomenological narrative study utilized biographical inquiry to tell the stories of the lived experiences of five undocumented Hispanic (UH) students who successfully completed their education in a two-year college in southeast Texas. The narrative study and stories were used to explore the challenges they faced in their immigration to the United States, life in America, challenges and barriers in public school. Specifically, the goal was to understand what experiences supported their successful completion of their degree in higher education. Additionally, as they told their stories of challenges, barriers and successes, the following common themes emerged: discouraging comments from other Hispanics, a lack of financial aid, inadequate communication and comprehension, encouragement from mother and other family, deciding early to go to college, and supportive education services. [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.]