This qualitative phenomenological study investigated the perspectives of university students who self-identified as Deferred Action for Childhood Arrivals (DACA) regarding the academic support systems they received and/or required to graduate on time. The study's primary objective was to discover support mechanisms that supported DACA recipients in facilitating their higher education experience and reaching their universities' desired on time graduation timelines. Individual online interviews were conducted via Zoom for data gathering. A question protocol matrix guided the interviews, while video recording and verbatim transcription of the interviews aided in data analysis. To uncover emergent themes, the interviews and notes were subjected to qualitative content analysis. Tinto's theory of student departure served as the study's guiding theoretical framework. The results of this study revealed certain support systems that had a direct influence on DACA recipients' graduation rates. The study also found that professors, mentors, and organization leaders had an impact in providing academic assistance for courses, meeting degree plan criteria, and meeting financial aid deadlines. The study found that universities' policies on providing financial assistance, having information centers, hiring university personnel for mentoring, and providing professional development to all university personnel on the most recent DACA guidelines increased the participants' DACA graduation attainment. [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.]