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Research opportunities--in addition to culturally relevant programming, mentorship, professional development, and college funding--have been found to contribute to Latinx students' understanding, confidence, and awareness of research in college (Russell et al., 2007). While programs such as the Migrant Education Program and the College Assistance Migrant Program exist to support students from migrant farmworker families through their K-12 education and as they transition to college (Mendez & Bauman, 2018; Núñez, 2009, 2017), these programs usually do not include a research component. In this study, the authors used the rightful presence framework to inform an exploration of the college and research experiences of Latinx students from farmworker families with the goal of strengthening the design of undergraduate research programs. This study was guided by the following research question: What insights do students from farmworker families have to inform the creation of undergraduate research programs? Originally developed for classroom instruction, the rightful presence framework proposes three tenets that can inform undergraduate research experiences, particularly those related to farmworker research. These include the ideas that (1) political struggle (e.g., the food and farmworker justice movement) is linked to learning and belonging in the research community; (2) intersections with injustice should be made visible, be oriented toward social change, and amplify learners' experiences (e.g., lived experience with agricultural injustice can be connected with action research); and (3) disruption of the traditional expert-learner power relationships (e.g., student-driven approaches) is essential for social transformation.