While the number of Latinos in public schools in the United States is increasing rapidly, four-year university degree attainment amongst Latino males in their senior year of high school continues to fall lower than any other ethnic or racial group. While literature reveals support for Black males, little to no literature addresses Latino males in their senior year of high school. Further research focuses on community college degree attainments or intervention programs, such as Gear Up or Trio. This study investigates what influences senior Latino male PODER Public Charter Schools students to aspire to a four-year college degree. In this parallel, convergent, mixed-methods research, surveys and focus groups were conducted with fifty senior Latino males at PODER (pseudonym) Public Charter Schools throughout the United States to understand the topic better. Their responses were noted in four influential categories: school connectedness, academic preparedness, community engagement, and relationships with peers/faculty. The findings of this study suggest that Latino male student voices and feedback are rarely received nor acknowledged and should be intentionally sought out and incorporated regarding academic and non-academic programming. Further, requiring at least one advanced placement course, access to early college exposure, and intentional post-secondary advisement planning may influence senior Latino males to aspire to a four-year degree. The school and community interconnectedness may enrich the academic, socio-emotional, and communal investment. Finally, investing in restorative practices, celebrating, and recognizing student achievement along the way, and assigning senior Latino males to grade-specific advisories led by a trusted adult with similar identity markers could result in higher aspirations for four-year degree attainment .