Recent research on education and Latina/o immigrants has indicated an escalating crisis, but few studies have focused on why so few immigrant students participate in higher education, or why many leave college before receiving degrees. Past research has been largely quantitative or theoretical, and offered little qualitative insight into the actual life experiences of Latina/o students. This study examines recent financial and legal restrictions against the socio-cultural backdrop of the state of Arizona after the passage of Proposition 300, which made undocumented immigrant students ineligible for in-state tuition. Using qualitative methods such as grounded theory, this study conducted open-ended interviews to gather educational oral histories from 16 teachers, parents, activists, administrators, and students in an effort to shed light on the decline in college matriculation and graduation rates among undocumented immigrants. The study found that the undocumented students were heavily acculturated into American society, and felt betrayed by supporters of Prop. 300 and the state of Arizona, which chose to treat them as illegal immigrants. The students viewed Prop. 300 and the other anti-immigrant laws as proof that Arizona was not only a racist state, but that such sentiments were condoned, encouraged, and rewarded. Most expressed their intentions to persevere in achieving higher college degrees, as well as legal recognition of their status as Americans. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]