This article examines staff and faculty allies working to help meet the needs of undocumented students at a large research university in the western region of the U.S. Drawing on scholarly work rooted in critical race theory and ethnic studies, the authors highlight forms of transformative resistance. They focus on four key findings: (1) student activism as a catalyst for staff and faculty engagement; (2) confronting contradictions and raising consciousness; (3) developing more supportive policies and programs; and (4) collaborating with organizations and communities beyond the university.