Though 92% of California's community colleges are federally recognized Hispanic-serving institutions (HSIs), Hispanic/Latinx students have disproportionately low success rates statewide. HSIs have been slow to center their Latinx students, opting instead for race-neutral policies and practices. Such approaches prevent educators from addressing the historical and ongoing oppression that creates racial inequities in the educational opportunities and pathways accessible to students of color. This qualitative study explored how student services professionals at one Hispanic-serving community college conceptualize "servingness", or what it means to truly serve Latinx students. A conceptual framework combining Gina Garcia et al.'s servingness framework and Yosso's cultural community wealth model informed the research design and analysis for this single-case case study, which used semistructured interviews and document analysis. Twenty college employees participated in the study, including nine classified staff members and eight administrators (all from student services), along with three faculty members. The findings revealed that participants conceptualized servingness as the implementation of a Hispanic-serving organizational identity that centers Latinx students and provides adequate funding for initiatives that improve outcomes for Latinx students. The findings further showed a need to implement culturally responsive and race-conscious practices and to explore and confront the influence of white supremacy at the institution. [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.]