Most research on low-income, racial minority students' access to higher education has been conducted in urban communities. Little research explores these students' experiences within rural settings. Using Ríos-Aguilar, Kiyama, Gravitt and Moll's framework (2011) that bridges Yosso's (2005) "community cultural wealth" with alternative forms of capital, this case study investigated how three alumni students from a low-income, rural, border community accessed information and resources for college within their school, homes and community. Narratives, one-on-one interviews, and a survey questionnaire helped determine multiple forms of capital participants leveraged towards higher education. Participants' college pursuits and choices were influenced by information from family members, teachers and guidance counselors, community scholarships, and emotional support of family, friends, and community members. Research must continue to follow the experiences of rural, low-income, minority students access to higher education and create better opportunities and connections for them to attend college.