Today, Latinos are enrolling in higher education at higher rates than ever before. Access to higher education for Latinos is no longer the greatest issue facing this population. Instead, degree completion is of increasing concern not to only Latinos, but also to higher education researchers and administrators. The purpose of this study was to examine the influence, if any, of institutional resources and practices at four-year baccalaureate degree-granting institutions on baccalaureate completion rates for Latino students. In addition, the study examined what influence, if any, Latino student involvement with constituents (faculty, staff, alumni and community members) had on the institution's baccalaureate completion rates for Latino students. A national survey of chief student affairs officers at four-year baccalaureate-degree granting institutions was conducted about the institutional resources and practices for Latino undergraduate students. This study applied Astin's Student Involvement theory to understand how to improve the college environment for Latino students. In addition, Astin's I-E-O model served as the conceptual framework for the study. The findings of this study revealed six significant, positive indicators of baccalaureate completion for Latino undergraduate students at four-year baccalaureate degree-granting institutions. This doctoral dissertation offers educators and administrators information on resources and practices to improve Latino baccalaureate completion rates. [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.]