Research on Latinos in schools tends to focus on first-generation immigrant and second-generation students. This article raises the profile of the later-generation (third or later) Chicano (LGC) or Mexican American students who continue to experience academic neglect despite their citizenship and English monolingualism. Using 31 oral histories from a multi-generational Mexican American family, this paper describes LGC ethnic identity and school experience in relation to race and class. I propose that schools "start at the top" to improve Latino educational attainment by identifying LGC early for placement in advanced tracks and by providing consistent access to quality academic and career counseling. (Contains 1 table and 18 footnotes.)