The study for the dissertation examines the ways in which the Houston Community College and its Eastside Neighborhood coexist in meeting the educational needs of its Latino male population. The researcher seeks to explore the familiarity of the informants to their neighborhood community college and its offerings, as well as their perceptions of accessibility to opportunities. Many of the variables explored by the researcher relate to issues of ethnic identity, language, perceived racism, and prior educational experiences. The purpose of the research for the dissertation is to provide a voice through “storytelling” (Connelly & Clandinin, 1990) using narrative inquiry, and in doing so the researcher shares the accounts of three Latino males as they navigate their way through the Houston Community College. The Eastside neighborhood, with its predominantly Latino population, serves as a unifying backdrop for the study and is also explored as a variable of interest in the educational development of these male students. The researcher's personal experiences as a young male attending a community college are shared as well. Issues from news media which are current and relevant to the Latino population and to community colleges are utilized to insure veracity.