National data suggest that Latina immigrant women fare better educationally than their nonimmigrant counterparts in bachelor degree attainment, but does not account for how immigration status impacts college persistence. Using a borderlands theoretical framework, this study examines factors associated with college persistence among a sample of undocumented Mexican immigrant women from a small rural community in the Rocky Mountain region. Chicana feminist epistemological techniques are used to analyze data collected from in-depth interviews from participants and community informants. In addition, a trenzas de identidades multiples (braids of multiple identities) perspective was used helped conceptualize and categorize persistence factors surrounding and intersecting with culture, family, educational resources, and immigrant experiences; six themes emerged from this study: (a) support and challenges from their home system; (b) unraveling the notions of dual socialization; (c) microaggressions against newcomers; (d) learning and unlearning from the language acquisition process; (e) dilemmas, stressors, and motivation associated with undocumented status; and (f) creating successful academic spaces and social networks in college. Recommendations for K-12 administrators, Latino/a community members, higher education, and policy are discussed as well as recommendations for future study.