This ethnographic case study employed a person-centered approach to explore the experiences of a Latinx family navigating an elite, predominantly White independent school in Los Angeles. The study aimed to examine how individual and collective identity development were shaped by these experiences, utilizing Yosso's (2005) Community Cultural Wealth theory, Crenshaw's (1991) concept of intersectionality, and a person-centered ethnographic method. These strength-based frameworks provided a nuanced understanding of Latinx families beyond the stereotypes often present in such school environments. The participant family, selected purposefully, consists of two immigrant parents (from Mexico and El Salvador) and their four daughters, who have navigated the independent school from 2016 to now. Together, they offered nearly a decade of insights into navigating the independent school system as a first-generation, lower-income Latinx family. The study employed a methodologically rich design influenced by Critical Race Feminista Methodology. The 22 interviews conducted included family interviews, education journey mapping, walking interviews, artifact-driven interviews, and member check interviews. The first research question that guided the study focused on how each member of the Latinx family unit made sense of their educational journey and what they learned along the way. The second research question focused on how each Latinx family member made sense of their overall experience at a Los Angeles elite, predominantly White independent school. The findings underscore the Latinx family's resilience and adaptability amid systemic and cultural challenges. Parents' consistent support and sisters' varied emotional and practical help shaped the daughters' success. Findings about their time at the independent school revealed issues such as microaggressions related to race, class, and gender, inequities in academic placement, and college counseling shortcomings. These challenges, cultural negotiation, and first-generation college barriers deeply affected their identity development. Ultimately, the family concluded that the benefits of independent school education outweighed its difficulties. This study offers L.A.-area independent schools valuable insights to serve first-generation, lower-income Latinx families better while contributing to the limited research on the role of independent schools in fostering or hindering non-dominant forms of capital. [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.]