The study sought to explore how Latino students' views on college-going influenced their first-year experiences and the adjustments they made to enhance their persistence. Narrative interviews with six Central Valley (California) Latino students provided an understanding of their college journeys, emphasizing aspirational, linguistic, familial, social, navigational, and resistant capital as outlined by Yosso's model. The collected narratives provided a glimpse into the diverse experiences of Latinos during their freshman year of college. Findings from the study may have implications for educational policy and practice, particularly in terms of enhancing support systems that acknowledge and leverage the unique cultural wealth of Latino 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.]