<p>This study examines the disconnect between immigrant families’ high aspirations for university and the structural realities shaping their children’s educational pathways. Drawing on Bourdieu’s capital theory, we analyze how families manage the transition from secondary to higher education in Australia. Based on semi-structured interviews with 23 parents and 16 staff members, our findings reveal that while some parents advocate for university education, students are increasingly drawn to the pragmatism of immediate employment due to significant financial pressures. This tension is exacerbated by parents’ limited cultural capital, such as language barriers and unfamiliarity with the higher education system, which restricts their ability to provide effective support. This research provides a nuanced, evidence-based analysis of the aspiration-attainment gap and its implications for higher education policy and practice. We argue that effective support must move beyond addressing isolated deficits to confront the intersecting economic and informational barriers that shape immigrant students’ educational experience.</p>