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This qualitative study examined the college pathways of mostly working-class immigrant-origin youth of color (Black, East Asian, Latino/a) in New York City. Using a thematic analysis approach with bridging multiple worlds theory and social capital theory as guiding conceptual frameworks, we examined facilitators and barriers that 30 working-class immigrant-origin youth of color encountered in different worlds (family, school, peers, and community programs) in their college pathways. Our analysis found that most students received emotional but not instrumental support from their parents, notably that their parents mainly wanted them to be happy and to pursue a college degree that would lead to non-blue-collar work. Students received emotional and instrumental guidance from school staff, and many students received help from, and in return helped, their peers. Students who had access to community programs and external resources found them to be helpful in receiving feedback on college application materials and perspectives about different career paths. Students also noted barriers, including family circumstances and immigration status, that hindered their college pathways. We discuss similarities and differences in facilitators and barriers that different racial groups experienced, as well as contributions to literature and implications for removing barriers for immigrant-origin youth of color. (PsycInfo Database Record (c) 2024 APA, all rights reserved)