In California, Latinx now are the majority racial/ethnic group in the state but are less likely than all other racial/ethnic groups to have college degrees. Among Latinx undergraduates in the state, 65 percent attended a community college; however, the average completion rate-learning a certificate, degree or transfer within six years-for Latinx students remains below the overall statewide completion average. Among the strategies for improving student retention and thus completion are student success courses. The goal of success courses is to facilitate adjustment to the college environment, direct students to college services and resources, and offer strategies for study skills, learning styles, personal wellness, and career planning. Sections of this type of course also are offered with an explicit cultural focus, which the research to date has not fully explored. This mixed methods study elicited Latinx community college students' perspectives regarding their college success course taught with an explicit Chicano/Latino emphasis. A survey of students currently enrolled in a success course with a Latinx cultural perspective measured five classroom dimensions incorporating culture: cultural fit, classroom participation preferences, faculty validation, learning styles, and importance of the cultural perspective. For Latinx respondents, the highest scores resulted for faculty validation and importance of the Latinx perspective, between which a significant correlation also was found. Basically, students who felt connected culturally to the instructor valued the learning environment created by that connection, and felt their ethnic identity could be expressed in class. Further, there was no statistical difference in responses between Latinx and non-Latinx students in the section with a Latinx cultural perspective, indicating the positive benefits of the cultural focus of this success course for students from diverse racial backgrounds. Through the qualitative portion of the study, three prevalent themes emerged from interviews with Latinx students who previously completed a college success course taught with a Chicano/Latino perspective: personal stories are motivational; college skills are life skills; and a cultural community vitalizes learning. Again, faculty interactions proved significant, with students indicating they related better to an instructor with a shared cultural background. Also, the dynamics in a classroom with predominantly Latinx students facilitated an easy rapport with classmates that carried over into group work and interactive classroom engagement-a departure from their other classes without the Latinx perspective. [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.]