For first-generation Latino college students whose trajectories to college vary greatly (Horn & Nuñez, 2000; Loya, Hwang, & Oseguera, this volume) teachers’ support and expectations of their students play an important role in determining who goes to college (González, Stoner, & Jovel, 2003; Zarate & Gallimore, 2005). In some cases, positive perceptions of teacher support may even blunt the effects of early academic trajectories and tracking practices (Zaragoza-Petty & Zarate, 2013). Latina students’ perceptions of teacher support and teachers’ expectations in the earlier years can even have implications for student-teacher relationships in the long term and are predictive of college enrollment outcomes many years later (González et al., 2003; Zarate, 2004).