Although the struggles of Latino students across the educational pipeline have been well studied, sociohistorical changes brought about by the introduction of digital technology and policy changes have created new layers of inquiry that demand further investigation of this phenomenon. This case study examined Latino(a) high school students' experience in a technology-integrated math college placement exam prep class. Data was collected using one-on-one interviews, focus groups, and an open-ended online questionnaire. The participants' descriptions of their experience in this class provided insights that revealed previously unacknowledged strengths of students with a history of struggling with math, outlined the daily routines that became more meaningful because of the integration technology, generated new knowledge about how the use of technology transformed the student-teacher and student-student relationships and supported the growth of college-going skills, and provided new knowledge about how limited understanding of the role of college placement exams can limit educational opportunity. Seven recommendations to increase institutional responsibility were provided. These were focused on increasing collaboration between high schools and higher education institutions to provide overwhelming support for students with the highest needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]