After enduring the hostile Trump administration, undocumented students faced the transition into the Biden administration in 2021 with both hope and uncertainty. Online searches show hundreds of articles announcing various policy changes, and even more opinion pieces on who is and is not worthy of legal status and citizenship in the United States. Tangled in these policies and very much affected by this discourse are the undocumented students themselves, whose stories are often generalized to fit certain narratives to appease public opinion or political tensions. The increased diversity of research in education and a greater push for a social justice focus has meant that fortunately, much more comprehensive research exists on undocumented students now than in previous years. However, there is still much to learn about the lived experiences of undocumented students to better be able to support and help them thrive in higher education. Furthermore, we must allow for undocumented students to lead the research that is about them. Using tenets of Undocumented Critical Theory, this dissertation presents stories of survivance through storytelling, conversation, and artwork. Findings show how participants resist a political ontology of threat through stories of survivance and acts of joy. Through anecdotal evidence, narrative inquiry and ethnographic observations, the findings reveal the intricate complexities of life for undocumented students and showcase the stories they want to share as co-researchers. Being aware of the dynamics of their lived experiences is the key to create educational spaces where undocumented students are welcome, understood, and can finally thrive. [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.]