Community colleges located along the Texas-México border provide an initial gateway for many of its local Latino students. Scholars highlight that Latino male students, compared to their female peers are less likely to complete a community college degree. We utilized Rendón's Theory of Validation and Borderlands theories to examine the academic experiences of Latino male students at these border community colleges. These students discussed their adjustment to college expectations and demands, their interactions with community college faculty members, and the balance between college attendance and other competing demands. We provide new insights based on this unique study for community college leaders to work with Latino male students. We conclude with recommendations for community colleges to consider to improve the academic success of these students.