The percentage of Latinas/os decreases at each stage in the educational pipeline and is especially proportionally low at the post-baccalaureate level. This study investigates the complexities of the quest to increase post-baccalaureate participation for Latina/o students. We present data on post-baccalaureate education by utilizing 2 comprehensive survey instruments distributed at 3 California State University campuses (Hispanic-Serving Institutions), 1 for current Latina/o students and alumni and the other for faculty and administrators. Findings indicate that students evaluate the value of post-baccalaureate studies based on sometimes problematic undergraduate experiences, cost, and perceived opportunity.