They carry their communities on their shoulders. For many, it is their first time being away from home. They wave goodbye to their families with tears in their eyes. They are unfamiliar with this new landscape. Their culture and language are unexpected. These are the common experiences of incoming Latinx undergraduate students who enter the largely white, affluent, and individualistic contexts of higher education in the United States. The University of California, San Diego, is one of these universities in which Latinx students experience countless academic and social challenges. During the 2018-2019 academic year, Latinx students comprised 19.5 percent of the UC San Diego undergraduate student body (UC San Diego Institutional Research, n.d.). In contrast to this enrollment, data from the California Department of Education (2019) shows that Latinx students comprise 54.6 percent of the state's K-12 public school enrollment. UC San Diego has sought to rectify these racial/ethnic disparities in college opportunity and enrollment through a series of Latinx-centered programs and initiatives, most notably its Summer Bridge Program, which has a high enrollment of Latinx students, many of whom are first-generation college students from low socioeconomic backgrounds. This paper explicitly focuses on UC San Diego's Summer Bridge Program as an example of a best practice that effectively prepares Latinx students for the social and academic challenges of university life. Examples of the culturally relevant practices implemented by UC San Diego's Summer Bridge Program and their impact on the learning outcomes of Latinx students are discussed to provide higher education institutions, especially emerging Hispanic-Serving Institutions (HSIs), with recommendations to effectively, holistically, and responsibly serve Latinx students.