This paper draws from Critical Race and Latina/o Critical Theories to examine the racialized experiences and academic successes of Latino male students in a doctoral program at a predominantly white institution in the Midwest. In doing so, the authors explore the friendship the participants developed with one another as they navigated unchartered waters, or the unknown of graduate school, on their path to graduation. The authors introduce the concept of "compañerismo" in higher education to illuminate how the affinity and bond developed and the various ways it positively shaped the participants' experiences. The findings are presented in three critical time frames within a doctoral program (1st, 3rd, and 5th years) through a composite counternarrative based on focus groups. The authors conclude by offering implications for practice and research.