The purpose of this phenomenological study was to examine how the application of the community cultural wealth model can help raise the capacity of first-generation Latino at-promise youth towards finding greater educational success in a secondary school setting. Participants included first generation Latino at-promise students and their parents as part of the research inquiry regarding the efficacy of the community cultural wealth model towards bridging student and familial goals for greater student achievement in school and in life. The goal of the research was to better understand how the implementation of the community cultural wealth model could better support Latino at-promise students in attaining greater academic and professional success. Specifically, recommendations regarding how to better assist Latino at-promise youth via a school's tiered systems of support for student and familial engagement have been proposed. The community cultural wealth model can serve as a framework of empowerment for students, in that through education, "future academic attainment" can be realized by students overcoming barriers and realizing goals (Yosso, 2005, p. 11). The qualitative method that was utilized for this research project was platicas. Platicas are a powerful research tool, because it empowers participants to become "co-collaborators and co-creators" of knowledge (Garcia & Mireles, 2020, p. 2065). Four parents and four students from grades 9-12 participated in the research study. The platicas with the parents and students were conducted during the months of February and March of 2024. All the students and parent participants signed consent forms and were approved for the study via the University's IRB protocols prior to the conducting of the platicas. A pre- and post-data comparison analysis was completed, which measured the effectiveness of the application of the community cultural wealth model on raising the capacity of the military academy's first-generation Latino at-promise students towards achieving greater success in school and in their behavior management. The researcher discerned five central themes based on the evaluation of the student and parent platica data. The five themes were: educational advancement/equity, professional advancement/overcoming obstacles, cultural history/educational progress, equity/equity gaps and college/career expansion efforts. The data analysis based on the academic and social gains made by the four respective Latino at-promise students who participated in the study demonstrate that the teachings and application of the model serve as a strong educational component in assisting a military academy's tiered practices of support in engaging and supporting Latino at-promise students and families. The results of the study demonstrate the efficacy of the community cultural wealth model in serving as a "tool for social justice" in providing hope and agency to Latino at-promise youth so they can succeed academically and socially in all avenues of education (Yosso & Burciaga, 2016, p. 3). By accomplishing this, Latino youth can contribute towards providing leadership in rewriting the future of our country for positive societal transformation and change over time. [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.]