Gang-involved children dream of becoming respected members of society through professional careers, educational degrees or credentials, and socioeconomic mobility. This qualitative study used hoped-for selves as the theoretical grounding for exploring the career and college-going aspirations of 28 middle- and high-school gang-involved Latino boys attending three urban alternative schools. Findings centered on the career and college-going aspirations of the two- and four-year institution educational credentials needed for social mobility. This article aims to help K-12 and higher education faculty, practitioners, researchers, and administrators considering working with gang-involved youth to understand better how to support this marginalized group's educational needs and improve pathways into careers and postsecondary education systems.