This article examines the educational trajectory of a multiply marginalized undocumented Latinx student. Utilizing a Critical Race Quantitative Intersectional + "Testimonio," this article brings to light the experiential knowledge often not visible in quantitative data approaches, helping to contextualize educational pipeline numbers. This study draws on a "testimonio" methodology revealing challenges and illuminating educational pathways from high school to the doctorate. The findings show important considerations for policy and practice that account for social instability, consider the importance of mentorship, and offer implications for Diversity, Equity, and Inclusion leaders to create greater belonging across campuses throughout the educational pipeline.