While there are many calls for enhancing support of Black and Latinx students on college campuses, much of the existing literature promotes deficit thinking and assumes monolithic experiences. Drawing upon Yosso's model of community cultural wealth, we used a qualitative case study approach to examine the assets 13 rural Black and Latinx students brought to their higher education experiences in the context of a specific campus-affiliated program, Emerging Scholars. This program provides college access and college success support to high school and college students from rural communities. All participants in the study were involved in the Emerging Scholars Program at Clemson University. We held focus groups based on students' academic year classification, and student participants shared resources and assets they employed as they navigated their pre-college and college experiences, including aspirational, familial, navigational, and social capital.