Afro-Latin Americans, Latin Americans of African descent, are a growing community at the intersection of Blackness and Latinidad that has been obscured in favor of discourse and analysis that conflates race and ethnicity, erroneously suggesting that one cannot simultaneously identify as both Black and Latiné. Bridging Afro-Latin American and education scholarship, this chapter takes a global perspective and critically engages with the literature and conceptual paradigms that can facilitate the recognition of Afro-Latin Americans within US education. The chapter enhances understanding of their experiences accessing and succeeding in tertiary education through this interdisciplinary approach. The analysis extends the literature on Afro-Latin Americans by considering the K-12 experience, highlighting how Afro-Latin American students navigate a complex terrain of inclusion and exclusion shaped by racial hierarchies, wherein representation within the curriculum significantly influences self-perception. The chapter also explores these students’ experiences in higher education, examining enrollment patterns, persistence rates, and the sense of belonging. It also considers the perspectives of Afro-Latin American faculty and staff, highlighting their contributions and challenges in academia. Additionally, the role of institutions in supporting Afro-Latin Americans is analyzed, emphasizing the importance of programs, policies, and community engagement in fostering an environment that supports Afro-Latin American success. Employing theoretical frameworks related to Afro-Latinidad, the chapter advocates for a hemispheric perspective that resists the tendency to overlook the presence and experiences of Afro-Latin Americans in US higher educationUS higher education. Through this comprehensive approach, the chapter addresses gaps in the understanding and support of Afro-Latin Americans across the education continuum.