The article discusses a policy trend for stronger coordination between K-12 and postsecondary education levels. Using Texas as an illustrative case, remedying Latino underrepresentation in college is described as a rationale for enacting cross-walks between K-12 and higher education. The author concludes that the work and training of postsecondary educators must evolve to incorporate a K-16 mind-set training. Doing so would better position educators to work closely with schools and families to improve college access and success. (Contains 2 notes.) [An earlier discussion of these issues appeared in the Winter 2005-2006 newsletter of the Texas Association of Chicanos in Higher Education (TACHE).]