This study uses the Community Cultural Wealth (CCW) paradigm to describe the experiences of ten first-generation Latine students who transitioned from high school to a four-year Hispanic- Serving Institution. It enhances our comprehension of these learners' educational journeys by centering their descriptions of challenges faced in the transition process and how they used their CCW to address and overcome those challenges. Findings indicate that students utilized all six types of cultural capital that comprise CCW, though social capital emerged as central. Relationships with both school personnel and extended family members provided access to the skills and resources necessary to complete the transition process and increased participants' aspirational capital. Familial support in the form of encouragement to persist led to greater aspirational capital and assisted students in overcoming self-doubt. The use of linguistic capital was closely linked to resistant capital and students' desires to disrupt racist and sexist social structures affecting themselves and their communities. The importance of cultural capital in the transition to higher education indicates the need for university administrators, faculty, and staff to understand and nurture first-generation Latine learners' CCW as a step toward serving them more successfully.