When searching for common predictors of Latino student academic success, factors such as multicultural support, social capital, and intrinsic motivation appear to greatly influence achievement. However, the majority of scholarly sources pertaining to this topic highlight the detrimental effects of stereotype threat on Latino students and their subsequent experiences of academic disidentification and disengagement, which likely undermine their motivation to succeed. From a critical race theory framework, this study aimed to provide high-achieving Latino high school students with an opportunity not only to challenge the repressive beliefs and stereotypes pervasive in society but also to promote empowering counter-stories. Using a transcendental phenomenological approach, the researcher explored the lived experience of Latino high school students taking accelerated courses (i.e. Advanced Placement, honors) as well as their journey during the college application process. This study also aspires to contribute knowledge to future interventions or educational guidelines geared toward promoting the academic achievement of Latino students.