Despite improvements in the college enrollment rates of Latinos, the educational experiences of Latino students in the United States of America remain markedly different from students of other racial groups. A greater proportion of Latino students attend over-enrolled, under-resourced, and majority-minority high schools than students of other racial groups. Upon high school graduation, Latinos disproportionately attend two-year colleges and lag behind other groups in college completion. Although studies emphasize the relationship between high school achievement and college outcomes for Latinos, few focus on how high school contexts influence Latinos' transitions to college. This study analyzes how hyper-segregation in high school influences college transitions for Latinos and how these contexts may occlude or dilute access to social capital, especially college-linking resources and normative, college-going behaviors and attitudes.