It has been found that Latina/o immigrant parents set the foundation for students' higher education aspirations and achievement through moral, emotional, and logistical support (Auerbach, 2006; Hill & Torres, 2010; Zarate, Saenz, & Oseguera, 2011). Yet, this research often conflates the experiences of undocumented parents with those of documented parents. Undocumented status not only limits access to resources, but also adds a layer of distrust, discomfort, and fear of social institutions (Dreby, 2015; Enriquez, 2015; Gonzales 2010, 2011; Yoshikawa, 2011). This literature review explores the applicability of existing parental engagement frameworks to the experiences of undocumented Latina/o immigrant parents as they engage in their children's college readiness. Based on literature relevant to parental engagement in students' college readiness and sociological literature on immigration, specifically on "illegality", I argue for the need to reconceptualize parental engagement research and practice to consider that undocumented status presents a different and unique lens in which to understand immigrant parents' engagement in their children's postsecondary goals and aspirations. [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.]