This study investigated how peer support has influenced the lived experiences of Salvadoran men in higher education. In particular, this study focused on exploring the academic, emotional, and personal components of the peer support experiences of Salvadoran men in higher education. Moreover, this study also examined how interacting with peers, faculty, and institutional agents has influenced the academic successes of Salvadoran men in higher education. For this study, participants provided data in the form of testimonios with individual, one-on-one interviews accompanied by a LatCrit and Community Cultural Wealth framework. The study concentrated on collecting data from participants who graduated from a four-year university. Throughout their academic journeys, participants revealed experiences in association with searching for community as well as setting up community to augment probabilities of academic success. The findings revealed that Salvadoran men appreciated having a close and meaningful relationship with peers, friends, classmates, professors, institutional agents, and family members to continue on the journey towards degree completion. In the future, education administrators and practitioners can focus on designing support systems to provide more quality personal and academic aid not only to Salvadoran men in higher education, but rather, to present assistance to Salvadoran and Central American students in higher education students at large. [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.]