The purpose of this study was to examine the Life-history narratives of ten academically successful Mexican American men and their recollections of the salient factors that facilitated their education attainment. In seeking an understanding to the phenomenon, the research was guided by two general questions: What barriers did Mexican American men who graduated from San Antonio high schools face in route to their doctoral degree and how did they negotiate these obstacles; and what forms of capital were most salient in accomplishing their degree attainment? Throughout the course of the study, a theoretical framework of Pierre Bourdieu's Multi-capitals (extracted from Bourdieu's Cultural Reproduction Theory) was employed to theoretically cement the research. The analysis of the participant's narrative brought to light a total of twenty-one themes while reporting on the various forms of social, cultural, linguistic, and economic capital the participants mobilized en-route to a doctoral degree. This current article focuses on the economic obstacles and capital of lower SES Mexican-American students to include the lack of academic cultural capital, community disorder, polyvictimization, the lack of scholastic enrichment opportunities and educational resources, and health related issues associated with their economic bearing. The findings from this research study indicate that ten lower SES Mexican American students were able to acquire a vast amount of education attainment via the economic capital that was amassed through: Community college transitions; Employment; Loans; Age and time as a factor of economic capital; and the Institutional Support structures of school, employers, government, and familial entities. Findings within the literature also underscore the necessity for educators to serve as beacons of inspiration for lower SES students as they transverse through their At-risk-to-learning community.