This ethnographic study examined access to college information for low-income, first-generation Latinx students who attended an under-resourced high school. Using a college-"conocimiento" framework, I analyzed the college choice and transition experiences of 47 participants. Findings revealed that educators provided limited college information. Findings highlighted that Latinx students assessed the information while reflecting on their individual intersectional identities. Individual reflection informed the anticipation of postsecondary institutional obstacles, which students then experienced upon entering college. The study developed the concept of college-going "facultad," defined as the ability to see beneath the surface of college information and anticipate college obstacles.