In the United States, the importance of acquiring higher education has steadily increased with almost two-thirds of the population attending some college or university (U.S. Census Bureau). Across different socioeconomic groups, the accessibility of higher education is vastly different. Factors such as low income, immigration status, and familiarity with national policies and institutions pose significant obstacles, especially for low-income communities of color. As the standard of skills needed for a productive career heightens, research needs to target specific marginalized communities that may disproportionately face barriers to entry into the pursuit of higher education. In this study, I will focus efforts on Maryvale, Arizona to assess the impact of socioeconomic status (SES) on educational attainment levels. 20% of Maryvale’s population falls below the federal poverty line, a greater proportion than the rest of Arizona. While income and poverty levels contribute as obstacles to the process of development, they are compounded by factors such as limited English-speaking ability and a lack of health insurance within Maryvale’s population. This study uses data from the U.S. Census Bureau and Geographic Information Systems (GIS) to show how low socioeconomic status has a negative relationship with higher educational attainment in historically underserved communities like Maryvale.