In this qualitative study, through a "testimonio" methodology, we examined the working-learner re-entry experiences of eight Latinx students enrolled at a community college. In particular, we studied how their multiple identities influenced their educational journey as they attempted to complete their college degrees. Our findings show that the shared identities of being Latinx, low-income, and first-generation college students were not as salient as the working-learner and familial roles they carried during their subsequent attempts in college. Because Latinx students represent a significant portion of noncompleters, especially in the community college, an investigation of their counterstories is vital to furthering understanding of working-learner re-entry students in the United States. In this article, we conclude with implications for policy and practice.