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Objective. This article draws on the concept of segmented assimilation to analyze the values toward, aspirations for, and realistic expectations of pursuing formal education among Mexican–origin students in southern California. Methods. Survey data inform the analyses, which include regression of educational aspirations and expectations on a series of potentially significant independent variables. Results. The evidence of segmented assimilation is mixed. Informants are nearly unanimous in professing positive values toward formal education. However, length of residency in the United States is negatively and fluent bilingualism in Spanish and English is positively associated with educational aspirations and expectations. Conclusions. At the cusp of entering high school, Mexican–origin students profess positive educational values, aspirations, and expectations, belying documented elevated rates of high school dropout and low rates of college attendance.