Latino males have come to be an “invisible” populace that is underrepresented in higher education (Saenz & Ponjuan, The vanishing Latino male in higher education, 2009). Previous research has addressed the causes for why Latino males are declining and not persisting in college (Harper, (Re)setting the agenda for college men of color: Lessons learned from a 15-year movement to improve Black male student success, 2014; Saenz & Ponjuan, The vanishing Latino male in higher education, 2009). However, scholars who have studied this subject concluded this is a multifaceted concern that needs to be understood in more depth. Latino males are struggling to keep up with their male and female peers at crucial transition points of the education pipeline (Saenz & Ponjuan, The vanishing Latino male in higher education, 2009). The plight of Latino males continues to be a challenging educational issue, which is magnified by the neglect of policy makers, educators, and leaders in higher education who continue to overlook the unique socioeconomic and cultural characteristics surrounding the Latino male experiences in postsecondary education (Noguera & Hurtado, 2012). The problem that this study addresses is the truncated college completion rates among Latino males of Mexican ancestry and the persistent problem of the increasing gender gap and underrepresentation of Latino male student’s graduation rates. This narrative inquiry examined the cultural concepts of familismo and the “good son dilemma” as they relate to the college experience of Latino students which thereby informs a deeper understanding of the experiences that facilitate successful academic achievement of Latino male students of Mexican ancestry. Secondly, this study aimed to highlight the voices of Latino male students of Mexican ancestry, who have navigated through the educational system and graduated from a four-year higher education institution.