This study explored the lived experiences of Latina/o/e students with academic libraries, using a phenomenological approach to understand Latina/o/e students' assets and abilities that they bring to college libraries. This study used the theoretical and conceptual frameworks of critical race theory (CRT), Latina/o critical race theory (LatCrit), and Yosso's (2005) community cultural wealth (CCW) model to center the narratives of Latina/o/e students and hear their counterstories. Fifteen individual interviews were conducted at a medium-sized liberal arts university to understand the experiences of Latina/o/e students with academic libraries. The results showed most of the participants viewed academic libraries in a positive, helpful manner, and used the library frequently, but did not feel that academic libraries increased their sense of belonging or community. The interviews revealed that most of the participants used the academic library in a practical, functional manner rather than as a space to connect with or to go to for cultural engagement, community, and enrichment. In terms of the implications of this study, academic libraries must prioritize increasing library staff diversity, foster multicultural engagement, provide some sort of personalized services, and create civic minded spaces for neighboring community engagement to improve the Latina/o/e student experiences with academic libraries. [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.]