This study explores the social and academic experiences of Latinas at the University of Kansas, with an aim at understanding how these experiences impact their progression to degree. Literature on progression to degree of Hispanic students has historically come from a deficit point of view, while this study is focused on student success. In addition, previous literature has not given special attention to gender, while this study focuses on Latinas and their unique experiences as women in college. This qualitative study used interviews with 18 women at the University of Kansas to answer the research questions. The findings from this research indicate that the women in the study experienced negative social and academic experiences, but through their participation in various academic success programs, they were able to find a place of belonging. Their ability to take at least 15 credit hours a semester, combined with the guidance from their academic success programs, were key factors in their timely progression to degree. These findings support literature that suggests that institutions of higher education have negative racial campus climates. Furthermore, suggestions on how to improve campus climate for future generations of students of color are provided. [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.]