The primary purpose of this systematic review is to assess how undocumented students in the United States leverage their assets to successfully attend and graduate from higher education institutions (HEI). A 1982 U.S. Supreme Court decision gave undocumented children access to public education from pre-school through grade 12. While no single U.S. legislation forbids the enrollment of undocumented students in HEI, there are laws that remove access to federal financial aid. Federal legislation gives states the freedom to determine whether these students receive reduced in-state tuition rates and state financial aid. This paper explores how undocumented students use the strengths of their communities to patchwork together the financial and emotional resources needed to overcome systemic barriers. It also examines the ways that students pay it forward through shared information and activism.