This article draws on data from a larger collective case study which focused on the transition to college for Latino/a students at a prestigious, public, predominantly White institution. Here, I focus on one student and analyze interview and field note data to examine this transition for Jasmine, a fundamentalist Christian who identifies as a Mexican-American. Specifically, I apply the notion of familial capital (Yosso, 2005, 2006), which is based on critical race theory, to Jasmine's case. Through an examination of the ways in which her fundamentalist background and her Liberal Arts College education interact, I discuss implications for the use of familial capital and call for further study of fundamentalism and public education as well as for a nuanced expansion of concept of "multiculturalism."