Using Yosso's (2005) community cultural wealth (CCW) framework, this qualitative case study (conducted through a federally-funded grant) explored the experiences of eight Black and Latino successful engineering students at a Southeastern university. Through the analysis of an online demographic questionnaire, individual semi-structured interviews, and contextual data related to the institution, four main themes emerged. Findings indicated that students were empowered by various forms of capital of their cultural wealth and that interactions with faculty and other institutional agents played significant roles in how they navigated at the institution. With a high priority in the United States to increase diversity in STEM and improve representation of Black and Latino students in both STEM education (especially engineering) and the workforce, practical and research implications of the study's findings are considered and discussed as well as future research efforts.