The problem of low academic attainment for Latino/a students may be a result of the situation at the K-12 levels, a situation that is beyond the control of students or their families (Martinez, 2003). Analyses of school success must take into account the social and political hierarchies in schools, school systems, and communities, as well as the economy and class-based institutional resources, such as living wage, adequate housing, and associations with economically stable social networks that influence educational opportunities and outcomes (Stanton-Salazar, 2001). While there are many institutional and structural barriers that can impede academic success for Latinos/as, the authors of this article focus on just some of the most salient obstacles including particularly through the No Child Left Behind law; the impact of poverty on achievement; the dropout crisis; teacher quality; special education; and immigrant and language issues. Many students, discouraged and defeated by these barriers, drop out of school before graduation or decide not to continue onto higher education. Others overcome these obstacles by sheer determination, assistance provided by educational or community programs, or the interventions of caring teachers and administrators. Eradicating these structural barriers and policies is a critical component for Latino/a school success and warrants further investigation into how such obstacles operate and how they can be effectively mitigated, overcome, and eliminated. (Contains 2 footnotes.)