This narrative study examined the perceptions of educationally successful, young Latinas women’s experiences as newcomers in middle and high school in northwest Georgia. Data collection included twelve individual interviews and two focus group interviews. Participants were former middle and high school immigrant Latinas who entered schools in the United States for the first time in two districts in northwest Georgia. They have since graduated and are either attending college, have completed a degree and are working on a master’s degree, or are working in their chosen profession. The study focused on the retelling of their experiences as immigrant students with limited English language skills and understanding of schools in the U.S. The study used the conceptual framework of Latino Critical Race to analyze the perceptions of the participants as they recounted their stories. This framework allowed the researcher to see individual educational supports and systematic school failures experienced by this group of participants. Also, drawing on the theory of subtractive schooling, theory of caring, and theory of schools as sanctuaries, the researcher was able to connect participants’ experiences with theories that explained the issues uncovered. Supports participants felt which assisted them in being successful included educator mentors such as teachers and coaches; tailored academic and extracurricular programs to their specific needs as immigrant Latinas; and support for their parents directly related to navigating the educational system in the U.S. Barriers included a lack of school wide processes and procedures for continued support to Latinas throughout high school, and absence of counselor and other academic supports by general education teachers specifically in relation to college. Participants described this lack of school wide support as felt by both themselves and their parents. Implications for schools is to review their policies and procedures to ensure immigrant Latinas have access to the same resources as the rest of the student population in addition to tailored assistance to meet their unique needs.