For the past 20 years, literature on undocumented students’ experiences to, through, and beyond higher education has grown, exposing their lived realities and the conditions influencing educational trajectories and outcomes. The purpose of this chapter is to illuminate the experiences of undocumented college students in the United States as they continue to exist at the center of national debates and dinner table discussions. In this chapter, grounded in a review of approximately 150 publications, including empirical and conceptual refereed articles and dissertations and theses, we propose the ecological model of undocumented student persistence (EMUSP) as a conceptual framework for future research. With the EMUSP, we believe scholars will be able to study undocumented students’ experiences, accounting for the complex and interrelated ecological systems affecting students, as well as the students’ unique individual backgrounds and the changes they navigate throughout their higher education trajectories. Through our proposed conceptual model and discussion of research and theory, we seek to inspire scholars, particularly undocuscholars, to continue researching and centering undocumented communities. We also hope this synthesis of research and the EMUSP framework can encourage readers to transform this body of scholarship into tangible policies and practices to enhance the experiences of undocumented college students nationwide.