This paper analyzes how and why ten Black and Latina/o youth attending an urban public high school engage culturally relevant peer interactions (Knight and Marciano in "College ready: preparing Black and Latina/o youth for higher education--a culturally relevant approach." Teachers College Press, New York, 2013) in preparing for, applying to, and/or enrolling in college. The study reconsiders culturally relevant pedagogy (Ladson-Billings in "The dreamkeepers: successful teachers of African American children." Jossey-Bass, San Francisco, 1994) as an analytic tool for exploring youth's culturally relevant peer interactions as supportive of their college-going processes (Tierney and Colyar in "Preparing for college: nine elements of effective outreach." SUNY Press, Albany, 2005) and new media literacy practices (Ito et al. in "Living and learning with new media: summary of findings from the Digital Youth Project." The MacArthur Foundation, Chicago, 2008. http://www.macfound.org/media/article_pdfs/DML_ETHNOG_WHITEPAPER.PDF ). Research findings include: new understandings of the reciprocal nature of youth's culturally relevant peer interactions; and new enactments of youth's college-going new media literacy practices. Recommendations for educational policy, practice, and research supportive of students' college readiness and access are discussed.