The population of Latinx students at colleges and universities in the United States who have received Deferred Action for Childhood Arrivals (DACA) is large and growing. The literature shows that these students face unique challenges at the intersection of being DACA and Latinx (e.g., racial/ethnic discrimination and microaggressions, psychological stress of being deported, inability to access federal financial aid). This makes student services, especially academic advising, even more important for supporting DACA Latinx students. Intrusive advising has been shown to be effective in supporting underserved students (e.g., first-generation students, students on academic probation). However, researchers have not studied DACA Latinx students' experience with intrusive advising. To begin to fill this gap, the purpose of this phenomenological study was to explore the lived experiences of DACA Latinx students with intrusive advising at a Hispanic Serving Institution (HSI) in the Mid-Atlantic region. The goal was for the study to inform the institution and to strengthen student services toward the success of DACA Latinx students. The overarching research question was: How do DACA Latinx students at an HSI in the Mid-Atlantic region describe their lived experiences with the intrusive advising model? The following sub-questions guided this study: (1) How do DACA Latinx students describe the role of their own academic advisors? (2) How do DACA Latinx students describe their interactions with academic advisors regarding academic factors? (3) How do DACA Latinx students describe their interactions with academic advisors regarding non-academic factors? The researcher administered a demographic questionnaire and conducted individual, semi-structured interviews with five DACA Latinx students. Additionally, the researcher kept a researcher's journal for field notes and to bracket her own biases. Analysis of the data allowed the researcher to identify three major themes and six sub-themes: expectations for advisors, including mentorship and expanded accessibility and responsiveness; academic support, including knowledge of DACA Latinx needs and academic navigation and advocacy; and non-academic support, including time management and stress management. The researcher concluded that DACA Latinx students expected their advisors to serve their needs, both academic and non-academic, and felt supported in both areas. However, they identified areas for improvement regarding language proficiency bias and knowledge of the DACA program. These conclusions informed recommendations for practice and for future research. [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.]