Previous research has identified the important role high school educators play in the postsecondary advancement of racially marginalized students. However, research has yet to examine how educators construct messages to facilitate these students' transition from high school to college. Therefore, this study explores how teachers make sense of factors impacting postsecondary advancement and, as a result, how they construct messages about higher education for diverse students. In-depth interviews with educators from three school districts in central Texas revealed several perceived factors, including the equalizing effect of SES across racial lines and a color-blind mentality toward student advancement. Educators constructed a variety of messages about higher education, including both generalized and individualized messages about the more pragmatic aspects of college (e.g., the application process, study habits, and daily life), and motivational messages meant to encourage college decision-making. Based on these findings, I make suggestions for future research about higher education messaging for racially marginalized students.