Purpose and Method of Study: This study examined the lived experiences of My Dream students, who were first-generation Latinx students at a community college in northeast Oklahoma, through the lens of Tinto's year persistence theory, CRT, and LatCrit. The My Dream scholarship program was developed to help students who are undocumented or considered a part of the Consideration of Deferred Action for Childhood Arrivals (DACA) program who do not qualify or have access to state or federal financial aid. Participants for this study were Latinx My Dream scholarship recipients at TCC: students who required financing to attend college but were ineligible for state or federal financial aid due to being undocumented or a part of DACA. A thematic analysis was used to examine the data for this phenomenological study. Findings and Conclusions: Five main themes and five subthemes were identified as factors for persistence for My Dream students at Tulsa Community College. The main themes of the study were: (a) students' support systems, especially family and friends, are crucial to their education, (b) campus climate is instrumental to the success of students, (c) effective communication emerges as a critical component in the educational outcomes amongst all participants, (d) advising plays a crucial role for Hispanic students by providing personalized support towards their academic and career goals, (e) tutoring is a critical support mechanism for Hispanic students at TCC. Based on Critical Race Theory, Tinto's Student Integration Model, and Latino/a Critical Race Theory, results from this study assert that support structures are crucial in students' academic progress, particularly those of Hispanic descent, at TCC. [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.]