This qualitative phenomenological research study dives into the varying experiences of Latinas who have earned an advanced degree in the United States, searching to understand the different elements that influence their degree attainment and challenges they faced during their academic journey. The researcher engaged in interviews with five Latinas who earned advanced degrees, including Master of Science, Master of Arts, Master of Education, and Juris Doctor. Utilizing the Latino Critical Race Theory (LatCrit) as a framework, the analysis that surfaced, illuminated the complexities of participants' social identities, the imperative role of familial and social support networks, the institutional barriers they encountered, and the influence of their cultural heritage on their academic trajectories. Despite confronting obstacles such as financial constraints, imposter syndrome, and a lack of campus diversity, there were three thematic findings that emerged that helped guide the participants through the advanced three seeking journey: 1) building relationships of support, 2) manifestation of imposter syndrome, and 3) overcoming challenges. The emergent themes underscore the complex interplay between structural inequities, individual agency, and sociocultural influences in shaping Latinas' pathways to advanced degrees. The critical insights informed by this research study advocate for a multilayered approach to fostering inclusive environments within higher education institutions, catering to the unique needs and aspirations of Latina students in advanced degree seeking programs. These critical insights informed imperative recommendations that include: 1) implementation of targeted interventions, including culturally responsive training for faculty and staff, 2) the establishment of mentorship programs tailored to Latina students, and 3) the creation of sustainable funding mechanisms to alleviate financial burdens. By addressing these recommendations, institutions of higher education can foster an ecosystem that enable and empower Latina students to thrive academically and realize their full potential. Further, this research study serves as an example of inspiration and guidance for Latinas currently enrolled or considering enrollment in advanced degree programs, offering a roadmap for navigating the complexities of higher education and charting a course towards academic success and socio-economic mobility. Through its nuanced review of lived experiences and its recommendations for institutional change and transformation, this research study contributes to the ongoing discussion on diversity, equity, and inclusion in academia, paving the way for a more equitable and accessible graduate higher education landscape for all. [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.]