Early college high schools (ECHS) were created to disrupt inequities in the secondary school systems by intentionally serving underserved students in higher education. Using Acevedo-Gil's (2017) College-"Concimiento" model, this qualitative "testimonio" study primarily focused on the narratives of 12 Latin* first-generation low-income ECHS graduates attending a four-year institution in Northern Texas. To further support the "testimonios," this study also included document analysis of seven ECHS websites to see how they prepared their ECHS students for college. Triangulation was conducted with "testimonios," website documents, and memos. To further capture the participants' narratives, the researcher coded, transcribed, and member-checked each of the "testimonios" after every iteration of conversations. The findings show that four major aspects were part of the 12 Latin* First-Generation Low-Income ECHS Graduates. These themes were separated into two sections (1) their ECHS experiences (conversation 1) and (2) their college experiences (conversation 2). In conversation one, the two major themes that arose were: (1) El Compromiso: preparation (or Lack of) for Latin* ECHS to graduation and (2) El Arrebato: Decisions to Go To College and the Assets that Guide Me. In conversation 2, the last two themes were (3) Nepantla: Searching and getting or not information and (4) Obstaculo de tras otro: Clash of Realities. Each finding provided positive and negative experiences that prepared or did not prepare Latin* First-Generation Low-Income ECHS Graduates to attend a four-year institution. [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.]