Twenty-one fourth-year college students of Mexican-American ancestry attending the University of Arizona were interviewed to determine the unique qualities contributing to the students' persistence. The study used empowerment as its organizing model and identified institutional factors contributing to student success and persistence. Institutional factors reviewed include academic preparation, use of available student services, student/instructor interaction, and academic experiences. Among the findings were the following: financial aid and its bureaucratic processes represented a threat to students; a communal approach to family finances was typical; students reported confusion about their career options after graduation; and, minority programs were important to women students, while male students used services available to all students. Includes 47 references. (JDD)