U.S. Filipinos are one of the largest immigrant groups in the United States. However, they are often invisible in the discussion of race and education. Using quantitative research design, this study examined various environmental and individual factors that influence U.S. Filipino college students' educational experiences and success. More specifically, using the Culturally Engaging Campus Environments (CECE) model of college success (Museus, 2014), this study explored the influence of sense of belonging, sense of validation, psychological well-being, and campus culture on the undergraduate GPA and intent to persist of U.S. Filipinos in California. Participants included 220 undergraduate students who self-identify as of Filipino descent and attended the University of California (UC), California State University (CSU), California Community Colleges (CCC), or private post-secondary institutions in California. Results of the study showed sense of belonging, psychological well-being, and campus culture as significant predictors of GPA, while sense of validation and campus culture showed as significant predictors of intent to persist. In addition, this study found significant main effects and interactions for gender, college generation, and institution types. The findings of this study have practical implications for educators and practitioners seeking to improve the academic success and college experiences of U.S. Filipinos. [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.]