The purpose of this mixed-method case study was to explore the institutional practices that may influence persistence for Hispanic undergraduate students at a four-year public research university in Texas. Data were gathered from 255 students using an on-line survey and follow-up interviews with ten students and three administrators. The combined data were analyzed using a theoretical proposition strategy and explanation building. Data analyses led to the following findings: 1) library and computer labs, academic advising, financial aid services, mentoring, social clubs, and intercollegiate athletics contributed the most to student success; 2) difficulty paying for college, off-campus employment, and medical issues were obstacles to persistence; 3) accessing student support programs and services was easy and convenient; 4) student support services and programs provided relevant and accurate information; 5) the library and computer lab provided resources for students to complete their coursework; 6) students found community and made friends through activities; 7) student-led activities provided career preparation and experience; and 8) students engaged in career networking. Implications for practice included the necessity of institutions to integrate students early into the academic and social systems, provide information on financial aid, require students to meet with an assigned advisor, assist students will developing social and cultural capital, and provide multiple opportunities for mentoring. [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.]