This doctoral dissertation intends to contribute to an understanding of the experiences of Mexican American students in a high school to college transitional program and how their culture influences their writing. The transitional program used for the study was located at a community college in the Southwest. This qualitative study incorporated the research instruments of interviews and writing samples using discourse analysis. From the results of this study, several themes emerged and demonstrated how both cultural and social capital are significant in these students’ experiences as they participate in the transitional high school to college program. Research has asserted the high rates of Mexican American students dropping out of school and not completing higher education. This study will enable us to help reduce the current rate of attrition and help students complete their higher education. This study’s findings have implications for the field of adult education because they provide a lens to understand the importance of cultural and social capital as they relate to adult students learning in the classroom.