Using data collected from a larger qualitative study that explored the educational trajectories of young women of color with disabilities through the School to Prison Pipeline, this empirical case study focuses on how one student's undocumented status impacted her education in juvenile justice. Research has begun to provide us with statistics about the Pipeline; however, there is still very little known about the actual experiences of students. Using a combination of interviews, observations, and document analysis, I collaborated with an undocumented Latina labeled with an emotional disability to share how her intersectional identities impacted her experiences juvenile justice.