The purpose of my phenomenological qualitative study was to understand the impact of family involvement and engagement on the persistence of first-generation Latinx students at a Hispanic-Serving Institution (HSI) designated university. Grounded in Yosso's (2005) community cultural wealth (CCW) model, I explored the ways CCW assets learned from family help students persist in college past their first year. I also sought to understand the way students use their CCW assets to navigate their college experience. CCW served as the guiding framework to better understand familial involvement for first-generation Latinx college students at an HSI. By utilizing Fierros & Delgado Bernal's (2016) "platicas" as the data collection methodology, I met with 5 student participants attending an HSI university and their parents to "platicar" about their lived experiences as they pursue an undergraduate degree. My study contributes to the research and knowledge for how to support Latinx students and their families in the college attainment process. Findings indicate the various ways in which parents support their students while in college and how they are involved in non-traditional defined ways. Participant narratives provided valuable insights indicating the way CCW shows up. Four capitals were identified that demonstrated how family participants used the forms of capitals during their journey in higher education: 1.) aspirational, 2.) familial, 3.) navigational, and 4.) resistant. Three main themes emerged from the data analysis with consequent sub-themes related to cultural capitals. The first "Maldita Pobreza": Leveraging Resistant and Navigational Capital Through Financial Challenges, discusses the challenges families faced with financing their college education. The second, "De Tal Palo, Tal Astilla": Overcoming Educational Challenges with Aspirational Capital, presents findings related to the hopes and dreams families have to obtain a college degree for a better future. The third "Amor Eterno": Fostering Wellness, Love, and Support Through Familial Capital, captured the importance of love as a supporting mechanism for students. My study concluded with a discussion of the findings and practical recommendations for HSI institutions to consider as a way to rethink how they become student ready and serve Latinx families to advance their success. [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.]