This paper discusses a collaborative inquiry (CI) that explored a California community college program known as Puente. The purpose of the inquiry was to bring together different stakeholders involved with Puente---students, mentors, counselors, and instructors---to engage in group dialogue and share their perceptions about the functions of the program and how each of their roles contribute to its sustainability---both in terms of success and areas for further growth. The participants also had an opportunity to explore how they have been transformed by participating in the program. Puente is one of California's most recognized culturally significant programs aiming to help Latino students succeed in school. The program highlights three specific components that are critical to supporting Latino students in achieving academic success: writing, counseling, and mentoring---all of which are designed using asset-based elements that value the contributions of Latino students, as opposed to the deficit-based models historically used to describe the shortfalls and challenges faced by Latinos.

CI is a participatory-based research approach that considers all members of the inquiry group as coresearchers. Together, the CI team frames the inquiry, data-gathering, and meaning-making processes in a collective effort. Furthermore, this paper also comprises a literature review that explores culturally responsive education and its post-modernist origins. By participating in a space that valued individual opinions and created opportunities for generating significant epistemologies, this CI generated program recommendations to enhance the Puente experience, while also celebrating the efforts and transformation that occurred for those involved with the program.