Higher education in Mexico could be observed as one of the most complicated and impossible to understand. Divided into more than 30 autonomous universities, each university system has its own particular process to admit a candidate to study. This makes it particularly hard for a foreign student to study in Mexico. Moreover, the difficulties are increased when a student arrives via a deportation process or a returned dynamic from the US. For example, from 2008 to 2014, more than 500,000 young people have returned from the US. If we considered information released by US Immigration and Customs Enforcement (ICE), this number could be nearer to 750,000. These young people do not receive the same opportunity to study in Mexican universities as their fellow Mexican citizen peers, because they are considered foreign students with studies in the US. The problem begins when they try to apply to Mexican universities, and continues when they must carry out other procedures with other institutions, such as local, state, and federal governmental bodies. In order to study at a Mexican university, these returned young people must apply for and receive a special authorization from the Department of Education for their elementary, middle school and high school documents to be considered legal and valid. The additional problem is that not all Mexican universities employ the same process in their admission requirements. Potential students are faced with multiple admission processes, without a clear idea about which is the correct process. In my research, I have discovered that in Mexico there are as many admission processes as there are local and autonomous universities. The lack of a transparent and national university system does not only affect returning students, it also affects the process of internationality mobility in general. Even though some universities have carried out actions to open up access to foreign students, they have not reformed internal practices that are limiting the enrollment of new students returning to Mexico. In this paper, I try to answer the question: How are Mexican universities responding to the issue of Mexican returned students inside their lecture rooms? First, I explain how the Mexican higher education system works. Then, I describe why the legal codification of the "autonomous university" could be considered a restriction instead of an advantage nowadays. Finally, I use information from the Mexican autonomous universities to show the process that a returned student faced when trying to enroll, focusing on the case of Universidad de Guadalajara, the second biggest university in the country. Finally, I describe qualitative interviews with returning students at the Universidad de Guadalajara. These students came from the US with K-12 educations, or even some years of higher education.