The purpose of this phenomenological study was to examine the academic and interpersonal lived experiences of Latino Delayed Action for Childhood Arrivals (DACA) students by analyzing their individual stories and personal accounts as community college students. This study focused on students who were undocumented but were able to attend community colleges because of the DACA provision and thus persisted on their journey to obtain a college degree. The findings from this research inquiry can provide higher educational leadership insight into the lived experiences of Latino DACA students and the factors that contribute to their persistence and retention in college. These personal stories can help higher educational leaders recognize the unique perspectives and challenges of undocumented students and thereby implement policies and practices that encourage faculty and staff to be inclusive to all races, ethnicities, and other groups who traditionally may be excluded or marginalized in higher education. [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.]