This qualitative study explored the lived experiences of Chicana community college students who transferred to a four-year institution earning a baccalaureate degree and eventually a doctorate degree of education (Ed.D.). Their stories were viewed using Critical Race Theory (CRT), Latino Critical Theory (LatCrit), and Community Cultural Wealth Theory within a psychosociocultural framework. The literature reviewed indicates that universities espouse educational values that conflict with Chicana cultural values creating a cultural incongruity. At the doctoral level, Latinas have reported challenges navigating a conservative, restrictive, and racist environment. The culmination of these factors may be a reason for their low representation in higher education. Using a phenomenological approach, two semi-structured interviews were conducted online with 10 Chicanas from the southwest on their undergraduate and graduate experiences. Data analysis revealed four emergent themes that capture the essence of navigating the community college to doctorate of education pipeline. These four themes are: (1) institutional roadblocks; (2) Black, Indigenous, People of Color agents; (3) communal support; and (4) Chicana outcast. The findings of this study can be used to inform the work of administrators, faculty, practitioners, and policy makers at the community college and university level to strengthen the educational pipeline for Chicanas from the community college to the doctorate of education. Additionally, recommendations for future research are provided. Keywords: Chicana academic persistence, community college pipeline, doctorate.