Inclusive education has emerged as one of the great challenges about how to address the needs of vulnerable groups in educational enviroments. This collective case study seeks to understand the inclusion processes in a group of eight Latin American immigrants, enrolled in universities and professional institutes in the Valparaíso Region, Chile. Particularly, it draws on the biographical-narrative approach through the development of individual interviews and a discussion group. From a chronological-thematic analysis of the information, the findings highlight the contrast between the situations of discrimination experienced in the school stage and the integration factors reflected in the university experiences. Thus, family support, the relationships built with their peers, the institutional support mechanisms, and their job expectations emerge as key variables in the transition of those students who have experienced culture and space changes. This work aims to contribute qualitative methodological tools to those who investigate the inclusion and exclusion dynamics of minorities.