The U.S. school-age population has been experiencing dramatic demographic changes over the past two decades. Hispanic students constitute the fastest growing student group today, and this growth is expected to continue such that there will be more Hispanic school-aged children than non-Hispanic school-aged children in 2050. Unfortunately, Hispanic youth are lagging behind their white counterparts with respect to academic achievement. Quality after school programming can be an effective way to positively promote cognitive, social, and emotional development among Hispanic students, yet they are under enrolled. This paper analyzes the effects of child and family characteristics on the enrollment in after school activities of Hispanic school-aged children. Implications for school social work practice are discussed. By collaborating with school communities, educators, parents, and students, school social workers can take an important step toward enhancing the educational experiences of this growing student population. (Contains 2 tables.)