Hispanic-serving institutions (HSIs) face a multifaceted set of challenges in determining how to maintain their effectiveness in building student competencies and encouraging their academic success. To understand the importance of noncognitive skills on fostering such success, this study reports on efforts at three HSIs to make meaningful use of noncognitive assessment data in combination with student background characteristics and academic outcomes. We applied a person-centered approach to extract latent profiles from data measuring students' academic skills, commitment, self-management, and social support. These profiles demonstrated reliable patterns of student noncognitive skill expression across the three institutions and exhibited meaningful relationships with external covariates and distal outcomes alike. Suggestions for future research are discussed.