This qualitative study examined the evolvement of self-efficacy and the lived experiences of five undocumented Latino/as during their first semester in a Texas college or university. The snowball sampling method was used to identify participants who were undocumented, immigrated as children and enrolled in K-12 public school, and self-identified as English language learners as they moved into the higher education setting. Using Polkinghorne's (1995) "narrative analysis" and "analysis of narratives" as the vehicle for the narrative nonfiction methodology framework, the researcher assumed the role of observer as participant (Merriam, 2009) and collected data through tiered interviews and participant journals over the Fall 2012 semester. This narrative study provided a platform for the voices of undocumented students to be heard, creating an authentic experience to gain insight to this population and to the impact of language proficiency and legal status on the participants' self-efficacy in the higher education setting. Salient themes which emerged from the narratives included pride, apprehension, support systems, future implications, self-reliance, and systemic challenges as each participant reflected on the past and present lived experiences as an undocumented Latino English language learner. [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.]