Undocumented students come to college from some of society's most vulnerable circumstances. Often their precollege experiences are marked by racism and poverty. These dehumanizing forces most often are contributors to and re-created by substandard schooling conditions. Furthermore, the labor contexts in which many undocumented families find themselves can be qualitatively different from those of other college-bound families. As such, participating in college life can take on new meanings for undocumented students, as their precollege experiences may frame what college is for and about in vastly different ways from the experiences of dominant students. This chapter reviews salient issues in the precollege lives of undocumented students that have relevance for student affairs professionals as they seek to serve these students better. Sociocultural theory and Gildersleeve's college-going literacies framework explain how these precollege experiences have been shaped by and simultaneously continue to shape undocumented students' histories of participation in higher education. The authors describe what is known about the educational and social contexts of undocumented students' precollege lives, as informed by the research literatures related to immigrant education, immigrant labor, and, to a lesser extent, immigration law. Finally, they discuss ways that social justice practitioners may become stronger advocates for the success of undocumented students in higher education, perhaps transforming undocumented students' histories of participation. According to the Pew Hispanic Center (2007), the majority of undocumented immigrants (80 percent) come from Latin American countries. In 2008, approximately 9.6 million unauthorized immigrants from Latin America were living in the United States (Pew Hispanic Center, 2008). As a result, much of this chapter focuses on the experiences of Latinas and Latinos in particular rather than those of immigrants more broadly.