Alternative Breaks (AB) allow students to connect with diversity and social justice; however, the literature centers the experiences of White students in ABs. This article focuses on an identity-affiliated AB for Latine(x) students attending a PWI in Utah that's documented and analyzed through plática methodology. The authors work from a decolonial and abolitionist paradigm and draw from the logic of refusal as a framework for ABs to confront the corporate and colonial nature of higher education.