This study applies the construct of institutional agents and the associated theories of social capital and social networking to understand the influence of institutional agents on Latino undocumented community college students who qualify for tuition equity in California under AB 540. The purpose of this study was to identify the issues these students face in their daily lives and their sources of challenge and support. Specific attention was placed on the roles of institutional agents in working with this population. In-depth interviews of thirteen Latino AB 540 community students and ten faculty and staff members from two community colleges were conducted. The following findings were of greatest importance. First, Latino AB 540 students look to peers, family, and community members as their main sources of support. Second, the timing in which eligible students became aware of the benefits of AB 540 (before senior year, during senior year, or after enrolling in community college) poses a risk to access to higher education. Third, financial obstacles are the most significant hurdle for undocumented students. Fourth, the institutional agents studied primarily served in the area of direct support as resource agents, knowledge agents, and advocates. Fifth, they also provided integrative support as cultural guides. This study contributes to the burgeoning literature on institutional agents and adds to the scant literature on the transition to college for undocumented students and on undocumented community college students in general; where the majority of undocumented students are enrolled or begin their collegiate careers. [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.]