This study aims to analyze the factors that keep economically disadvantaged Hispanic students motivated when attaining their higher education degree. This study included 10 Hispanic students who have completed at least two academic years at an accredited four-year university in central or north New Jersey and were currently enrolled in one. Students who were eligible for the Pell Grant were considered economically disadvantaged. The data collected was obtained through recorded interviews, either in-person or via the Zoom platform; it was transcribed and analyzed through open coding. The three themes that stood out in this research were familial, social, and navigational capital. These themes were supported by Yosso's (2005) community cultural wealth model. The study's findings supported that capitals are interconnected and can overlap. The study demonstrated that Hispanic students employ social, familial, and navigation capital when trying to reach their higher education academic goals. The application of the findings could provide parents, educators, administrators, and policymakers at the state, institutional, and national levels who want Hispanic students to succeed in higher education. [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.]