Undocumented immigrant postsecondary students face myriad challenges while pursuing a college education. Garcia focuses on the experiences of nine students attending a public comprehensive postsecondary institution in California to assess how different types of social capital help students pursue a college education. She demonstrates how students were wholly or partly reliant on various types of social capital accessed before and during matriculation. Three of the major findings institutional agents were instrumental in developing students' social capital, family- and peer-based social capital was important to students' matriculation, and perceptions about immigration status affected students' matriculation and social capital development.