Although there is substantial research that has guided middle school reform, there is insufficient support of Latinx students during their normative secondary transition (middle school to high school). Current research emphasizes that students who are not prepared when entering high school will face grim academic futures. The study explores the experiences of eighth and ninth grade Latinx students, their teachers, and counselors in order to help educational leaders understand how to better address the structure, culture, and organization of agency within the transitional learning environment. Suggestions for responding to inequities, and increasing educational opportunity for Latinx students during the normative secondary transition will be explored.