Latin@ undocumented students confront unique and significant barriers in accessing and obtaining postsecondary certificates and degrees within community colleges. This study explored 4 current and 1 former community college part-time (6-8 credits) undocumented students, specifically how they described their help-seeking experiences within a Hispanic Serving-Institutions (HSI) community college. Importantly, this qualitative methodology has been undertaken with a theoretical Latina/o Critical Race (LatCrit) framework, a Latino-focused family branch of Critical Race Theory (CRT). Equally important, with that was braided Undocumented Critical (UndocuCrit) Theory to understand participant liminal student experiences. Additionally, to complement both LatCrit and UndocuCrit were "testimonio" (interview) methods such as purposeful and snowball sampling. This study revealed help-seeking resources that are needed due to undocumented status challenges. This study offers recommendations for scholars, policy makers, educational administrators, and institutional agents (faculty, and staff) to cultivate policies, procedures, and practices for help-seeking Latin@ undocumented students attending community college institutions nationwide. [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.]