Little is known about the factors that contribute to Latino male success in higher education. In this qualitative study, Yosso's (2005) community cultural wealth framework provides an asset-based perspective to illuminate how Latino males used different forms of capital to nurture and sustain their dispositions to succeed at a selective, predominantly White institution. Whereas parents and college preparatory programs nurtured participants' success before college, mentors and peers sustained their dispositions to succeed during college. Implications for research, policy, and practice focus on nurturing and sustaining community cultural wealth among Latino males in higher education.