This study explores the perceptions of Hispanic students regarding their teachers' equity-oriented classroom practices at Mt. San Jacinto College (MSJC), a majority-Hispanic community college in Southern California. The study used a qualitative phenomenological approach and involved twelve participants: three teachers and nine Hispanic students. The research primarily focused on understanding Hispanic students' perceptions of how their teachers' equity-oriented classroom practices impacted their success. The students identified scaffolding, flexible late policies, fostering a sense of belonging, open communication, and the effective use of visual aids/technology support as being crucial to improving their academic experience and success. The secondary research focus was to identify alignment and misalignment between the teachers' and their students' perceptions of the effectiveness of the teachers' chosen equity-oriented practices. All of the teachers valued high standards, cooperative learning, and fostering a sense of belonging. However, their approaches to these practices varied, with some focusing on student-centered activities and others on collaborative work and peer interaction. The students generally appreciated these practices, especially when they included personalized support and cultural inclusivity. There was also alignment in the importance of open communication and flexible late policies. However, the teachers differed in the extent to which and their methods for building in late policy flexibility. The students consistently favored flexibility, viewing it as a balance between fairness and support for their individual circumstances. Despite many agreements, there were differences in how each teacher implemented equity-oriented practices and the varying degrees of student appreciation for the methods. The study highlights the complexity of aligning teacher practices with student perceptions, emphasizing the need for continuous dialogue and adaptation to meet the diverse needs of Hispanic students at MSJC and other HSI community colleges. [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.]