This qualitative research is aimed at studying how Universidad Mayor and Universidad de Santiago address inclusion, equity, and diversity in the processes of access and continued studies of economically and socially disadvantaged students who benefited from the Free Tuition State Policy and how these processes are perceived by this type of population. Reviewing the experience of students and administrators with focus groups and interviews was possible to determine what is missing for a more supportive atmosphere leading toward graduation. The study analyzed the current programs and policies to support disadvantaged students in Chile, revealing that while programs such as the "Gratuidad" (Free Tuition State Policy) may guarantee student access, sufficient metrics do not exist to determine how effective those programs are. It is possible to conclude from the literature and fieldwork studies that social class plays a role in student adjustment to college (Bergerson, 2017), and the challenges for making education more inclusive and equitable are clearly a global concern (Ainscow, 2007). Chilean higher education has been affected by an economic market in the context of poverty and inequality (Valenzuela et al., 2013), and to eradicate this situation, many programs are being developed to support access to higher education for disadvantaged students (Gil & Simonsen, n.d.) both at the state level, with the Free Tuition State Policy, and at the institutional level, with an initiative known as USACH Propaedeutic. In addition to the formal mechanisms that support student access to universities, this study evidenced student access to college and especially continuing enrollment can be attributed primarily to the personal determination of students (Fukushi, 2007; Webb, 2019) and the support they received from family and high school mentors. In light of such evidence, the government needs to conduct a policy review, be more equal in funding allocation, and foster affirmative action for diversity and inclusion. Universities should review their Mission statement, strengthen collaboration with high schools, and be more proactive when supporting disadvantaged students. The State and Universities should work together for an inclusive education, which leads to the growth of society as a whole. [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.]