Indigenous students in California experience considerable challenges in the educational system. They are identified as “Hispanic” which does not take into consideration distinct linguistic and cultural traits they possess which vary greatly from other Latinx groups. Institutions play a large role as gatekeepers within education, which impacted Indigenous youths’ perception of themselves within this system. My previous study (Villa, 2017) found that a disproportionate number of Indigenous students begin their path to higher education at a community college by default due to being tracked into non-college preparatory courses. This study seeks to explore institutional and student-centered barriers that Mexican Immigrant Indigenous students confront as well as the strengths they draw upon to help them navigate higher education. It is the goal of this investigation to highlight the strengths and cultural wealth that Indigenous students possess to inform institutions and to propose ways in which these institutions can build on the cultural strategies those students employ to create stronger pathways for transfer. The data collection involved participant observation and semi-structured interviews with fifteen members of the Nacavi youth group that served the Indigenous Mixtec and Zapotec communities along the California Central Coast. I interviewed students who were in different stages of their educational paths beginning with: 1. Matriculation from High School to community college, 2. Completion of coursework for transfer eligibility, 3. Application to four-year universities, and 4. Experiences at the university. I utilized Critical Race Theory framework to examine the inequalities, structures, policies and procedures that reproduce unequal outcomes and limit educational opportunities for students of color. I also took an assets-based approach to examine the students’ resiliency and supports they received which helped them navigate through college. The findings of this study show that the Nacavi students chose to attend community college for a number of reasons. Primarily, a disproportionate number of students were tracked into remedial coursework in high school which severely restricted their eligibility for admittance into a university. Lower track placement rendered them unable to receive equal access to: College information; English courses that qualify for college entry; and academic content and critical writing skills. In addition, financial challenges were also a major influence in attending a community college. The results also illustrate the various forms of supports students used. Most all the Nacavi students reported receiving college preparation and support through program interventions such as Nacavi, Migrant education, the EAOP program or through community college representatives directly. In addition, all the students mentioned that their parents’ expectations and encouragement were the prime motivator in pursuing higher education. The findings of this study add to limited research that analyzes the educational experiences of Indigenous communities in the United States. The study concludes with a discussion of limitations and suggestions for future research.