This article draws from data collected as part of a 3-year ethnographic study that followed two groups of Latino/a students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latino/a critical theory as an analytical framework, this article provides insights into the distinct pathways--or caminos--taken by students in their pursuit of college, highlighting the support structures that Latino/a youth identify as necessary for increasing Latino/a participation in higher education. (Contains 2 tables and 3 notes.)