This article offers a vision of how educators can better foster the various forms of knowledge and wealth that Chicano/Latino students bring to their public schools. By using LatCrit (i.e., Latino/a critical race theory) to conceptualize community cultural wealth, we hope to give educational leaders greater insights into culturally appropriate strategies in serving all public school students. Yosso (2005) defined community cultural wealth as "an array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression" (p. 154). Employing a LatCrit lens allows us to take an in-depth look into how schools can better relate to communities of color. We are "conceptualizing community cultural wealth as a critical race theory challenge to traditional interpretations of cultural capital and then offering suggestions on how community cultural wealth can "transform the process of schooling"" (Yosso, 2005, p. 70). Cultural wealth sees communities of color as "holders and creators of knowledge" (Delgado-Bernal, 2002, p. 106) in an educational system that, we believe, sees students of color as being deficient and lacking critical knowledge. Furthermore, school and community relations is a topic that has been placed at the top of many educators' lists, and we believe rightly so. Therefore, this article reexamines how schools can better relate and communicate with communities of color--particularly, Chicana/os and Latina/os--to increase these students' educational and academic acumen in U.S. public schools. (Contains 2 notes.)