Hispanic immigrant students face several challenges to academic success. The purpose of this sequential explanatory research was to identify academic differences that existed between first and second generation Hispanic immigrant students on the 10th grade Geometry End of Course scores in a public, rural high school in south Texas and to focus on the students' experiences in school. While no significant differences were found quantitatively, the qualitative analysis found that the participants had not encountered major obstacles as depicted in the review of the literature. Rather they utilized a resilient social network to counter obstacles and have positive school experiences.