The twin challenges of aging demographics in the United States and the need for higher levels of education to compete in the new technology-based economy is creating a socioeconomic paradox (Friedman, 2005). As the Baby Boomer generation retires, those replacing them are increasingly a non-White population. This demographic shift is inevitable and primarily driven by the burgeoning Latino population (U.S. Census, 2015). Although Latinos have made modest educational progress in the past decade, there are two different trajectories associated with gender (Saenz & Ponjuan, 2008). Latina females are making modest but consistent educational gains while Latino males are falling behind (Saenz & Ponjuan, 2008). Hence, access to postsecondary education for Latinos and males in particular, has become a pressing future economic issue. Latino males have one of the highest labor participation rates of all groups and by default become one of the most logical substitutes for retiring Baby Boomers (Fussell, 2009). In past studies, precollege initiatives have shown to be effective in mitigating structural barriers associated with postsecondary access, offering promise in the resolution of this impending educational and demographic crisis (Perna, 2000). Thus, this study analyzed the impact precollege programs have on the postsecondary access, retention and graduation of Latino males at a Midwestern University. [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.]