Filipinos are one of the largest visible minority groups in Canada and, each year, the rate of immigration into the country continues to increase. According to the 2010 Statistics Canada report, the Philippines was the number one source of immigrants, surpassing both India and China, which usually rank first due to their large populations (Chagnon, 2013). Despite the growing presence of Filipinos in Canada and their unwavering contributions to the economy, Filipinos remain disturbingly underrepresented in university institutions and higher education. Growing bodies of literature are now recognizing the issues and systemic barriers that disproportionately impact Filipino immigrants and the factors impeding Filipino youths from accessing a university education (Mendoza, 2018). The government of Canada claims that, as the leading multicultural country in the world, the country has successfully established spaces and opportunities for equity, inclusion, and upward mobility for immigrants (Brosseau & Dewing, 2009, Revised 2018). If this is indeed the case, then such a promise must be nourished to ensure that all racialized and marginalized groups are included and benefit from this pathway. Any gaps or issues must, therefore, be examined and addressed. This critical reflective paper will analyze significant events that I have personally experienced and which have heavily affected my decision to pursue post-secondary education. The main focus will be on the lack of role models, inadequate networks and connections, financial instabilities, and lack of parental guidance as possible reasons for the underrepresentation of Filipinos in university institutions.