Using a social capital framework, the aim of this study was to examine the role of significant relationships in the academic experiences of Mexican American college students. Qualitative in-depth interviews were conducted with 10 students and 12 of the individuals in their lives who were considered important sources of support. Grounded theory was used to analyze data and various steps, such as member-checking, were taken to enhance the credibility of findings. Parents, peers, siblings, extended family members, and unrelated adults supported these students academically. Parents were the most frequently cited sources of support and played a significant role in motivating students in their education. However, because parents' relatively low educational status limited the kind of support they could provide, students also benefited from nonparental sources of support. There were five forms of support (e.g., emotional support, cognitive guidance) used to guide students in eight aspects of school life (e.g., college application process, classes). Implications for education and support programs are discussed.