Mixtecos are Indigenous people that originate from the states of Guerrero, Oaxaca, and Puebla, in Mexico. This community is unique in that it speaks an unwritten language with different variations based on locations north or south of Oaxaca, Guerrero, and Puebla. California and other agricultural states have been the major relocation areas for Mixtecos since the 1980s (Cohen 2004; Stephen 2007). The children of migrant workers are currently the most disadvantaged students in our educational system (Hattman & Every, 2010). Migrant children are the least educated students, with only one to three years of formal education (Baird, 2016). According to Mines et, al. (2010), the largest number of migrant workers are currently coming from Indigenous rural communities of Mexico, mainly the state of Oaxaca. Latino students, specifically the children of migrant workers, have made the fewest gains academically compared to all students in California. These children face a variety of challenges such as gaps in formal education, varying levels of English language proficiency, poverty, discrimination, and cultural displacement (Hattman and Every, 2010). This qualitative study was conducted using a Critical Race Theory and Tribal Race theory lens. Due to the gap in the literature on Mexican Indigenous students, research was expanded to Native American students. The research questions were: What experiences motivated or built self-efficacy in Mixteco students to motivate them to pursue higher education? What programs or activities encouraged Mixteco students to complete the requirements to earn a high school diploma? How does Indigenous identity influence self-efficacy? The research revealed protective factors that increased self-efficacy and academic aspirations. Those themes included: parent influence, positive role models, language, and cultural pride. The research also found negative factors that limited student achievement: discrimination, bullying, lack of an understanding of the K-12 system, and language barriers. The findings of the study paralleled the findings of research conducted with Native American students. [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.]