Abstract
This qualitative study explored the experiences of Latine college students with their high school counselors about community cultural wealth. The study aimed to understand how high school counselors cultivated Latine students’ navigational, aspirational, linguistic, familial, social, and resistant capital. Data were collected through semistructured interviews with eight Latine college students attending a Hispanic-Serving Institution. The findings revealed that high school counselors supported Latine students’ navigational and aspirational capital but did not cultivate their linguistic, familial, social, and resistant capital. Implications for practice include the need for culturally appropriate interventions, advocacy for better student–counselor ratios, and using the ASCA National Model and Empowerment Model to design interventions that cultivate Latine students’ community cultural wealth.