This paper reports on an in-depth ethnographic study of one Latina attending a predominantly White university. The study focuses on her experiences during the process of earning a graduate degree, the importance of family and cultural influences, and the differences between the path taken by Chicanas/Latinas in higher education and that of nonminority students. The subject of the study, Carmen, was born in Peru and raised in Los Angeles (California); she identifies herself as Latina but affiliates with the Chicana paradigm. Research methodology included formal and informal interviews, observations, document review, and a limited questionnaire. A literature review provides a demographic profile of Chicanos and Latinos in higher education and discusses diversity within Latino culture, Latino socioeconomic status, underrepresentation of Latinas in higher education, conflictive factors for minority college students, acculturation and self-identity of people of color, and the effects of education on acculturation. A narrative presents Carmen's educational experiences from elementary school through college and portrays a typical day in her life, including her duties as a school counselor; experiences in her graduate class and practicum; interactions with family, roommate, and boyfriend; and her desires to return home, provide services to inner-city children, and begin her own family. Analysis points out the importance of Carmen's cultural background and identity, struggles of being in higher education (culture shock, lack of peer support and role models, and persistent stereotypes), and the multiple roles she plays. Contains 57 references and a glossary. (SV)