Latina Pentecostal congregations remain absent from the literature on Latino education and flourishing. Yet, they, along with Catholic parishes, and even more than Community Based Organizations, represent the gathering sites of choice for the community. An examination of these for what educational researchers call “community wealth” is long overdue. This study will focus on immigrant congregations that have succeeded in propelling youth into professional trajectories, contrasting these with more common deficiency models of Latino/as in education. Viewed against the backdrop of California’s Proposition 187 (1994), the case of the Apostolic congregation in East Palo Alto, CA, offers a remarkable story of resilience and success. A cohort of approximately 30 youth benefitted from that congregation’s “Higher Call” motivational program in the mid-1990s and undertook first-gen higher educational journeys as far away as the Ivy League. Their younger siblings went even further. The congregation also sponsored an annual Stanford-Berkeley Apostolic Day for Apostolic youth from throughout California, to demystify educational systems and inspire youth and families toward excellence and, importantly, service. After three decades, the initial cohort stands primed to participate in a longitudinal qualitative and quantitative study of educational success and flourishing, the findings of which will be shared as an applicable template for similar congregations throughout the country. This project will match my expertise in Latino Pentecostal congregational life and culture with that of a doctoral student in the University’s School of Educational Studies. The initial longitudinal study of the East Palo Alto cohort will expand to include the ways in which the initiative radiated throughout California to take in cohorts from Apostolic congregations (and parochial schools) in Stockton, Huntington Park, and San Ysidro. The registration records of the local Higher Call and statewide Stanford-Berkeley Apostolic Day prograns have been preserved, and will serve as a starting point to build a database for research. With IRB approval, focus group surveys will be developed to query participants about their experience and preparation through the programs. The initial local and statewide cohorts will also be asked to help expand (snowballing) the number of participants (e.g., younger siblings). The surveys will also identify key congregational factors and agents. A quantitative analysis will compare metrics of success/failure to the ones generally available to researchers. The findings will be shared broadly with congregations throughout the country, with an eye toward helping these to map out their own pathways to educational success and flourishing in various social, political, and economic settings.