There have been increased efforts to recruit and retain underrepresented groups (Asians, African-Americans, and Hispanics) and students who speak English as a second language (ESL) into nursing. However their success rates lag behind those students who speak English as a first language. As little is known about the influence of non-cognitive factors on student success, the purpose of this study was to determine whether student success could be predicted by a set of non-cognitive variables, English language acculturation, perception of faculty caring, networks (as measured in network size, hours of interaction, frequency of interaction, and mode of interaction), campus racial climate, and race in a sample of Hispanic ESL nursing students and Non-Hispanic White nursing students who speak English as a first language. Watson's Transpersonal Caring Theory served as the theoretical foundation. Using a correlational predictive research design, data were collected from a convenience sample of Mexican-American (n = 164) and Non-Hispanic White (n = 163) junior nursing students enrolled in a generic baccalaureate-nursing program drawn in one of seven universities in the state of Texas. Data were collected by means of an online survey; participation rate was 79%. Using multiple linear regression, perceptions of faculty caring, hours spent interacting with networks, and study location (institution) were found to be significant predictors, explaining 33% of the variance of student success (adjusted R[superscript 2] 0.28). As students' perception of faculty caring increased, students' grades increased. As the number of hours spent interacting with networks increased, course grades decreased. English language acculturation, network size, frequency of interaction with networks per week, mode of interaction, campus racial climate, and race did not significantly predict student success. The results of this study extend the prior knowledge in nursing education to show that caring is not only associated with positive student psychological outcomes but also with tangible student outcomes such as student success. The findings of this study have implications for nursing education, nursing practice, and nursing research. Teaching strategies based on the caring framework can be developed and implemented to enhance the student success rates of underrepresented Hispanic ESL students in nursing, which may in turn address the nursing shortage in the state of Texas. [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.]