The purpose of this research was to explore the challenges of access for first-generation Hispanic college students in a postsecondary institution on the southwest Texas-Mexico border. According to the U.S. Census (2010) between 2000 and 2010, over a ten-year span, Hispanics increased by 41.8% representing 37.6% of the population in Texas. Yet, only 13% (U.S. Census, 2010) of the college-going Hispanic population over the age of 25 attained a bachelor's degree or higher. A study by Ortiz (2009) affirmed that these inequalities in graduation between Hispanic students and non-minority students have impacted all institutions including "Hispanic Serving Institutions." As a result, addressing this problem may significantly contribute uniquely to the existing knowledge base about this topic because other studies have looked at this concern, but not focusing on access as the transfer process for a seamless transition from a community college to a university. Particularly when addressing it from a decentralized community college to a specific decentralized upper-level university along the Texas-Mexico border in the borderland region that I studied (Anzaldua, 1999). Frankly, our future depends on our ability and willingness to not allow the widening of the vital education attainment gap in order to productively strengthen the economy and stabilize society (Roueche & Roueche, 1994). [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/en-US/products/dissertations/individuals.shtml.]