In 2002, New York became the fourth state to offer in-state tuition to certain undocumented immigrants enrolling in its public postsecondary education institutions. Although enacted several years ago, the implementation of this legislation has never been examined. This qualitative single case study with embedded units explored how New York's in-state tuition legislation has been implemented for undocumented students. This investigation examined the implementation of in-state tuition for undocumented students from the perspective of state-level officials and local-level officials and actors. It explored the day-to-day implementation of this policy at seven high schools and two community colleges in New York City. This study found that state-level officials were absent in issues having to do with this policy's implementation, leaving it instead to the City University of New York (CUNY) and State University of New York (SUNY) systems. Furthermore, it will describe the relative absence of the New York City Department of Education in putting this policy into action. Instead. CUNY, and to some extent community-based organizations (CBO's), have assisted high schools with executing this policy. Concurrently, high school staff have gathered a fair amount of knowledge in and established several implementation measures focused on undocumented students' college access. High school institutional demographics, as this study will outline, have not had a significant affect on how this policy has been implemented. At the community college level, this study will highlight the integral role that CUNY Central officials have had in carrying out this policy. Furthermore, it will be detailed that some variability exists among CUNY institutions on how this policy is being put into effect. Lastly, community college student demographics do not appear to have a significant impact on institutional implementation. While several efforts exist to assist undocumented students with their college enrollment, they do not eliminate all the barriers, many of which will be outlined in this investigation, which this population must overcome. This study may inform policymakers, high school and college personnel, and the advocacy community about issues surrounding the implementation of a postsecondary education benefit for undocumented students, with the goal of expanding access to college for this population. [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.]