Using an emerging model of family engagement in higher education and the concept of parental role construction as a framework, this study presents the "Ley de la Vida" (Law of Life) process to explore how Latina/o immigrant parents experience their children's transition to higher education. Centered on the experiences of 15 parents of first-generation Latina/o students, the study illuminates how parental experiences of their children's transition and new learning ultimately shape their supportive behaviors. Findings suggest that parents interact with colleges and universities both directly and indirectly--as their children transition to a college context, their own identities as parents transition and they re-construct their parental roles. This transition is conflicting for parents--while they are extremely proud of their children for going to college, they also experience frustration, sadness, and depression. Findings have important implications for the potential of institutions and families to work together to improve the academic outcomes of first-generation Latina/o undergraduate students.