Recently, we have witnessed three trends impacting educational experiences for undocumented Mexican students: (a) a dramatic increase of Mexican-origin people, (b) organized and openly supported anti-immigrant policies with a racial dimension, and (c) increased participation by politicized migrants in national public discussions on immigration. Still, there is little research on the educational outcomes of undocumented migrants. Through critical race theory (CRT), this study offers a quantitative intersectional approach that disaggregates the specific influence of gender, race, and citizenship on educational attainment. Our findings challenge traditional homogenizing narratives of the Chicana/o educational pipeline, calling for an intersectional examination of the nuanced educational experiences of people of Mexican origin (POMO).