Inasmuch as current U.S. population projections indicate that Latino students will comprise over half the growth in the college-age population during the coming decades, the puzzle of Latino educational attainment presents perhaps one of the most critical policy concerns relevant to any efforts targeted at increasing U.S. levels of educational attainment. Yet rates of access to, enrollment in, and completion of higher education among Latino youth have remained at levels lower than non-Latino Whites, Blacks, and Asians since at least the 1970s. Recently, some scholars have encountered evidence suggesting that one less-recognized source of observed enrollment and attainment disparities between Latino students and their White counterparts is that at least some of the resources that parents can use to the benefit of their children during the college choice process are less convertible into successful outcomes among Latino youth. Expanding upon the work of Schneider and Stevenson (1999) and their notion of aligned ambitions, in this research the author investigates the possibility that lower rates of resource transmission among Latino parents and children during the college choice process might reflect a lack of knowledge, accessed in part through parents' social ties, about the necessary steps students must take to enroll in a four-year institution (Tienda, 2011). Specifically, the author uses a national longitudinal database and structural equation modeling techniques to investigate the possibility that the degree of alignment between high school students' postsecondary expectations and their actions taken toward fulfilling those ambitions mediates intergenerational resource transmission. (Contains 1 figure, 7 tables and 5 endnotes.)