This qualitative study examined the lived experiences of Latinx student parents in postsecondary institutions at universities in Colorado and Texas. Using narrative inquiry, this study is anchored in Yosso's (2005) community cultural wealth framework and centers the voices of participants. This research is informed by the scholarship on student parents in postsecondary education as well as the cultural wealth Communities of Color add to spaces of higher education. In order to understand Latinx students' experiences in pursuing college degrees as parents, as well as recognize their unique contributions to their respective universities, this study focuses on their strengths and is presented through the use of a nature allegory. This inquiry contributes to the extant scholarship on Latinx student parents pursuing advanced degrees, addressing a gap in the literature surrounding this unique subpopulation of students, and how they are changing the deficit-based narratives for themselves and their children. Results from this study provide insight into the various cultural capitals Latinx student parents use to navigate postsecondary education and lead to several recommendations for enhancing policies and practices that support and empower this population of students. [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.]