Students who are the first in their families to attend college and have Deferred Action for Childhood Arrivals (DACA) status, question whether they will be welcomed, accepted, and safe in their relationships and on campus. Setting the stage for this paper, the authors provide definitional overviews of DACA, first-generation to college status, and Latinx as foundational information for working with and mentorship. Next, the article presents the theoretical model and discussion of experiences of many Latinx first-generation college undocumented/DACAmented students' sense of belonging in higher education. The authors end with implications and recommendations for university personnel.