This paper presents the experiences of mature students at a satellite campus of an English higher education institution. Twenty students over age 25 who fit various widening participation criteria were interviewed at four points during their first two years of bachelor's level study at a higher education (HE) centre in an area underserved by HE. Three aspects (familial, aspirational and social capital) of Yosso's model of community cultural wealth emerged as assets supporting students' success. Staying in their home communities allowed them to benefit from family and community networks, and their aspirations for their children fuelled their motivation. The study extends critical race theory to mature mostly white working-class students in English HE, contributing to policy debates about the role of satellite centres in supporting widening participation agendas. HEIs need to consider the capitals that mature students bring with them to their studies and how those support persistence.