This paper builds upon Perna's college choice model by integrating Anzaldúa's theory of "conocimiento" to propose an interdisciplinary college choice framework for Latinx students. Using previous literature, this paper proposes college-"conocimiento" as a framework that contextualizes Latinx student college choices within the inequitable distribution of institutional resources in the K-12 system. In particular, the framework centers on the notion that a lack of adequate college guidance can influence a cyclical Latinx college choice process. College-"conocimiento" is defined as a serpentine process where Latinx students reflect on the college information that they receive, in relation to their intersectional identities when preparing for college. The pathway of "college-conocimiento" entails seven cyclical spaces and aims for students to develop a reflective college consciousness, exemplified through self-advocacy and supporting peers with the college choice process. This paper challenges college choice as a sequential process by noting that students can repeat stages as needed.