We examined the accounts of Latino immigrant parent's perceptions of the contributions they made to their children's educational persistence. A community cultural wealth model was used and our results indicated that aspirational capital was the most common form of capital reported, while parents frequently demonstrated linguistic capital for themselves and their children. Parents utilized their familial and social capital to gain educational resources for their children. Parents exhibited emotional intelligence capital, a capital previously not described in the literature. Parents used emotional intelligence capital to navigate educational challenges and stressful situations to resolve issues in a positive and productive manner.