Educational researchers have assumed that the concept of funds of knowledge is related to specific forms of capital. However, scholars have not examined "if" and "how" these theoretical frameworks can complement each other when attempting to understand educational opportunity for under-represented students. In this article, we argue that a funds of knowledge approach should also be studied from a "capital" perspective. We claim that bridging funds of knowledge and capital has the potential to advance theory and to yield new insights and understandings of students' educational opportunities and experiences. Finally, we provide a discussion of key processes--(mis)recognition, transmission, conversion, and activation/mobilization--to which educational researchers need to pay closer attention when attempting to understand the attainment of goals in under-represented students' lives. (Contains 6 notes and 1 figure.)