A considerable gap exists in understanding the educational and career trajectories of Latina students attending rural postsecondary institutions. Although the number of rural students entering college has increased, their experiences and the factors influencing their academic success and future careers have been largely overlooked. Research on rural communities often focuses on challenges and barriers to obtaining a college degree, as well as the perceived lower quality of education in these areas, emphasizing a deficit perspective. In a context where organizational structures and social inequalities present unique challenges for women, Latinas face distinct obstacles in comparison to both their male peers and White women. This qualitative phenomenological study aims to fill these gaps by examining the lived experiences of Latina undergraduate students at a rural, 4-year Hispanic Serving Institution. The research focused on identifying the key factors that shape Latina rural students' readiness to transition from college to the workforce or post-baccalaureate studies. Data was collected through semi-structured interviews and photo elicitation, conducted via Zoom with 16 participants. Using Yosso's Community Cultural Wealth framework, the study explored how these students navigate their transition from higher education to career or graduate school. The findings revealed four key themes: Navigating Dual Identities and Cultural Challenges, Access to Opportunities, Community Networks, and Stressors. These insights advocate for a shift from a deficit perspective to one that values their cultural wealth and recognizes the institutional responsibility to help them develop their cultural capital. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]