Over the next 20 years, experts predict that the number of Latina/o children in the U.S. will double, so that by the year 2025, one in four school children will be Latina/o (White House Initiative on Educational Excellence for Hispanic Americans, 1998). Yet the academic achievement of Latina/os lags far behind that of other ethnic and racial groups. Theoretical explanations of Latina/o youths' academic attainment omit the role that out-of-school time (OST) activities may play, and few studies have explored the role of OST programming in the lives of Latina/o students. The purpose of this study is to investigate the long-term role of OST program participation in the context of Latina/o adolescents' pathways to college. Although a growing number of pre- and post-test design studies link positive outcomes to OST program involvement, few researchers have explored the long-term roles of OST participation, and none of those longitudinal studies have considered the influence of OST programs in the context of other supports available to youth. By looking at a group of Latina/o adolescents in community context--first in eighth grade and again in early adulthood--this study explores differences in the role that OST participation can play for Latina/o adolescents in their pathways to college.