This article looks at the effects of environmental factors such as classification, residence location, and employment status of Hispanic students who unsuccessfully completed first-semester general chemistry (Chem I) at a Hispanic-Serving or emerging Hispanic-Serving Institution. Students' automaticity skills in arithmetic and quantitative reasoning (QR) were evaluated as a way to identify at-risk students. Arithmetic skills, measured by the Math-Up Skills Test (MUST), had a higher effect size than the QR assessment. Using both diagnostics identified more than 90% of at-risk Hispanic students. Results indicate positive correlations with course performance at both types of institutions; thus the diagnostics were considered appropriate for early identification of at-risk students. Evaluation of environmental factors revealed few differences between atrisk Hispanic students who attended either type of institution. The most marked result identified a group of typical students who worked at least 31 hours per week and entered with QR scores within the average range but completed Chem I with class averages of less than 50%. Correcting for this observation is possible when students have additional financial support.