Abstract: Multiple educational outcome measures show that Latina/os disproportionately place into the bottom ranks. The Latina/o high school dropout rate, for instance, has been under recent attention. However, trends in post-high school pathways among high school graduates also merit attention. Arguably the majority of Latina/o students do not receive adequate skills or a full range of future options for post-secondary success. Undereducation and underpreparation in turn promote economic disparity and jeopardize the state's economic power. This qualitative study captured high school graduates' perspectives about their outlook on the future and how they reported that their school experiences as nonacademic track students influenced their attitudes and behaviors. Through this study, I expected to promote student voice in school reform dialogue; learn from marginalized students' experiences to understand how schooling impacts their aspirations and conceptions of their future; and initiate dialogue around these issues to ultimately inform school practices. To this end, I conducted in-depth, face-to-face interviews with Latina/o LAUSD high school graduates from the classes of 2002, 2003 or 2004 who self-reportedly did not participate in a college preparatory program and who enrolled in a community college after a delay of at least one semester after graduating. The experiences and perspectives of this student profile are rarely portrayed---they subsist in our schools and communities in the shadows. Thus, the goal of capturing their untold stories was at the heart of study. This approach allowed a retrospective account of student K-12 experiences, attitudes, and behaviors, as well as their current outlook on the future. It allowed access to their perceptions and feelings, and their schooling stories to make sense of their life trajectories. The key findings revolved around the themes of: Attitudes towards School and the Future; The Latina/o Urban Education Experience; Awareness and Impact of a Stratified Educational System; and Blaming Oneself, Despite Structural Awareness. Based on their perspectives, recommendations regarding administrator accountability for classroom practices, rigor of academic and career preparation, and fortification of post-high school transitions emerged. These ideas will now be utilized to promote parent advocacy for increased post-high school transition support for all students.