Greater numbers of Latinas are participating in postsecondary education, however these gains have not resulted in increased graduation rates. This study examines the lived experiences of 36 Latina baccalaureate graduates to gain a deeper understanding of how they achieved this important educational goal. The primary conclusion of this investigation is the importance of social and cultural capital to the educational achievement of the Latina participants. Social capital points to relationships or networks that lead to opportunity or advantageous outcomes. Cultural capital refers to cultural competencies (e.g., values) that an individual gleans from parents and other cultural brokers, such as faculty. A number of sources point to pre-college social and cultural capital as one of the most powerful predictors of achievement (e.g., Adelman, 1999). The participants in this study support the previous findings that earning a high school diploma (rather than a GED), enrollment in postsecondary education immediately after high school, and continuous enrollment at a college increase the likelihood of baccalaureate completion (Arbona & Nora, 2007; NCES, 2002; Swail, Cabrera, & Lee, 2004). More importantly, the experiences of the Latina baccalaureate graduates in this study suggest that attributes of the organization can mitigate individual characteristics and experiences and contribute to educational success. (Contains 1 footnote.)