Using a life history method to illustrate the college admission process for undocumented students, this article demonstrates how students' social contexts (e.g., schooling, family, migration, and labor) influence their college choice processes and participation in the broader project of college-going. The central argument claims that if admission officers and college counselors want to make increasing college opportunities for undocumented students a priority, then it is incumbent upon professionals to increase their understanding of the pre-college contexts from which undocumented students struggle to persist. The life history narratives presented in this article serve to begin that training, pointing to key moments in college-going processes that admission and counseling professionals should seek to learn more about.