The purpose of this basic qualitative study was to investigate the approaches utilized by high school administrators and staff to equip Deferred Action for Childhood Arrivals (DACA) high school students for the transition into college within the northeastern state. The final dissertation looked at the strategies, processes, training, challenges, and knowledge of specific high school practices that administrators and staff used to prepare their DACA high school students as they transitioned into college. This research problem exposed the inadequacies in the practices used by high school administrators and staff to prepare DACA high school students for the college transition in a northeastern state. Within the study's theoretical framework, Transformational and Transactional Leadership play pivotal roles. Transformational leadership, characterized by inspiring and motivating staff to exceed expectations and embrace change, was essential in fostering a supportive environment for DACA students, encouraging innovative practices and personalized support to meet their unique needs. Conversely, transactional leadership prioritizes routine, structure, and clear directives, ensuring consistent application of policies and procedures, thereby providing a stable foundation for administrative and staff actions. Together, these leadership styles complemented each other by combining visionary strategies with practical implementation, ultimately highlighting areas for improvement and promoting a more effective approach to supporting DACA students in their college transition. This study used purposive sampling to ensure that the most pertinent and fitting participants were included. Semi-structured interviews were employed in the basic qualitative study to provide insights into the research questions: How do high school administrators implement strategies to aid in transitioning DACA high school students into college? What methods do guidance counselors utilize to prepare DACA high school students for the transition to college? The sample consisted of seven high school principals, seven high school guidance counselors, and a total of fourteen administrators and staff within the northeast state, all with at least three years of experience working with a DACA high school demographic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]