This qualitative case study investigated how classroom interactions between instructors-students and students-students influenced Hispanic persistence in a Hispanic-serving community college in New Mexico. It was not known how Hispanic students perceived classroom interactions as well as how students perceived its influence on their persistence in postsecondary education. The purpose of this research was to explore how Hispanic students perceived the formal or informal classroom interactions between instructors-students and students-students and its influence on persistence. Two research questions asked how Hispanic students perceived classroom interactions and which classroom interactions Hispanic students perceived as influencing their persistence in community college. The conceptual frameworks for the study were the student engagement model and the theory of social constructivism. Study participants included 10 Hispanic students in their second continuous year of college. Data sources included student interviews, classroom observations, and archival data on Hispanic persistence. Thematic data analysis revealed six emerging themes. The most frequently coded theme for how students perceived classroom observations was engaged instructors, followed by influences perception of the college. The most prevalent classroom interaction students identified as influencing their persistence was discussions. The remaining three interactions, in order of prevalence in the data were character building feedback, self-motivation, and instructor support. Results supported the importance of classroom interactions and provided qualitative explanations for why Hispanics persist in college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]