This study examines the pathways to higher education in Colombia by analyzing the narratives of students enrolled at a private university with a presence in 18 cities. Using an inductive qualitative approach and latent thematic analysis, researchers conducted nine focus groups to identify structural barriers to access. These include student debt, tuition and living expenses, difficulties in balancing employment and academic responsibilities, rural origin, the necessity of relocation, and perceptions of institutional quality. The findings indicate that inequalities extend beyond economic factors to encompass symbolic and territorial dimensions. Moreover, institutional support is frequently perceived as inadequate or misaligned with students lived experiences. The study concludes that expanding enrollment is insufficient if the economic, organizational, and institutional conditions that influence admission, persistence, and graduation remain unchanged. In this context, student voices not only expose critical obstacles but also offer valuable insights for shaping a more equitable, context-aware, and accessible university system. Listening to these perspectives is essential for advancing a systemic understanding of educational trajectories—one in which access is not merely a procedural formality, but a genuine opportunity to pursue and complete a degree under dignified conditions.

Keywords: Educational access Structural inequality Student voices Higher education Educational trajectories.