Using data from the "Educational Longitudinal Study of 2002" and structural equation modeling techniques, this study focuses on the unique experiences of Hispanic adolescents who maintain bachelor's degree expectations through the end of high school. Results indicate that the degree to which Hispanic students' college expectations are aligned with the completion of key college-going actions during high school is strongly associated with their later level of college enrollment. The relationship between parent resources, including parent social capital, and engagement in college-aligned actions among Hispanic youth, however, appears less straightforward.