As the number of Latinas/os in California increases to one in four residents, the number of Latinas/os earning bachelor’s degrees remains low – 12% (College Campaign, 2015). Given the current education crisis of Latinas/os, it has become increasingly important to understand ways to increase access to college for Latina/o youth. Research has found that these families teach and create a culture of education for their children through emotional support and consejos advice-giving narratives to life lessons (Chavira et al., 2016; Kiyama, 2011). Tara Yosso’s Community Cultural Wealth (CCW, Yosso, 2005) framework guides the current study, challenging the Latina/o deficit literature and outlines the strengths held within the Latina/o community and other undeserved communities. The CCW model posits that Latina/o families are rich in wealth in the form of capital. The focus of current study is to examine the CCW that Latino families possess and the agency acquired of the students through the empowerment of an intervention program for families and their youth. This study found Latina/o adolescents hold high educational aspirations for themselves regardless of their parents’ formal education in the United States. Additionally, adolescents expressed agency toward their educational pursuit. These results give us an in depth look at how adolescents perceive their parents’ support, help, and encouragement through cultural wealth and how it interacts with their own educational aspirations for their future. This study further allows us to see how a college information intervention may help Latina/o immigrant families increase in cultural wealth and teach them a concrete path to obtain their educational aspirations.