Latinx students with hearing loss have been shown to be less academically successful when compared to their White peers, thereby limiting their opportunities to pursue post-secondary education. In some regions of the country, Latinx students make up 40.8% of the total population of students with hearing loss. As the Latinx ELL student population continues to grow, it is expected that the population of Latinx students with hearing loss who use listening and spoken language (LSL) and are English language learners (ELL) is also expected to grow. The present qualitative study examined the factors that contributed to the pursuit of post-secondary education by Latinx students with hearing loss who use LSL and are ELLs. Three Latinx students with hearing loss who use LSL and are ELLs were interviewed using a semi-structured interview. For the purpose of triangulation, the students' parent and a teacher were interviewed. The participants were asked questions considering parental support, educational placement, communication, and accommodations. This study found internal motivation to be a primary factor in the pursuit of post-secondary education by Latinx students with hearing loss who use LSL and are ELLs. Communication with parents using LSL in Spanish was significant to the development of the students' internal motivation. The ability to communicate facilitated Parental encouragement and guidance, fostering internal motivation. Implications for specific support to assist the population will be presented. [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.]