This qualitative study examined the decision-making process of undocumented college students pursuing graduate degrees, and how their commitment to matriculate in higher education programs is shaped by a myriad of social, familial, financial, and institutional factors. This study drew on 2 years of ethnographic data from a sample of 20 undocumented graduate students. The authors used critical race theory and LatCrit in education as guiding frameworks. The findings revealed that family marginalization, guided pathways, and social activism inform student decisions to pursue graduate school. The article concluded with a discussion of implications and areas of future research on undocumented students pursuing a graduate education in a DACA context.