Although Latino enrollment has increased at postsecondary institutions, this minority population is not graduating at the same rate as others. The current study looks at the intersection of educational success stories and writing practices of two upper division Latino students, Martin and Raquel, at a large public U.S. university. Using Bourdieu's (1977, 1991) theories of symbolic capital and agency, the study addresses how the students' stories reflect their approach to academics, specifically during the writing process. The study found that despite similar demographic backgrounds, the students greatly differed in their approaches to academic success and the writing process. While Martin adopted an individualistic approach, Raquel relied on social structures to help with the academic and linguistic capital needed to succeed in college. Moreover, while Raquel graduated from university, Martin did not. The study concludes with discussing which approach might be more useful for academic achievement at the postsecondary level.