Hispanic and Latinx students are typically an underperforming population at many colleges and universities across the country, but that is not the case at one Hispanic Serving Institution in Georgia. The Hispanic and Latinx student population at Dalton State College is an anomaly when it comes to their retention and graduation rates. This study sought to identify the factors that could be contributing to those positive outcomes using the lens of Academic Self-Concept. The study attempted to identify the answers to three major questions: 1) what is the academic self-concept of the population?; 2) does this population perceive changes in their academic self-concept over time in college?; and 3) what factors, behaviors, and attitudes impact their academic self-concept and ultimately their success in terms of retention and graduation? A quantitative, nonexperimental design was used to better understand experiences of the population (Biddix, 2018; Johnson & Christensen, 2017). Data were collected through an online survey which was distributed via email to a listserv of individuals who were enrolled and self-identified as Hispanic and Latinx at Dalton State College. The survey was distributed to 1,576 eligible participants and there were 200 completed responses. Using the Michigan State Self-Concept of Ability Scale (Brookover et al., 1967) and items adapted from the National Survey on Student Engagement (Kuh et al., 2001), the researcher found that for this population of students, family has the largest impact on their levels of academic self-concept. It was also determined that the participants overall had a moderate level of academic self- concept, and a comparison of participant self-concept scores by classification level revealed that their academic self-concept increased across their years of enrollment in college. In relation to family involvement, positive messaging around the value of education had the largest impact on academic self-concept scale scores. Furthermore, the population places little importance on traditional high impact practices, which is in contradiction to Tinto's student departure theory (Tinto, 1993). Hispanic and Latinx students see education as a way to bring honor, glory, and respect to their family (Matos, 2015). Implications for practice and recommendations for future research are discussed. [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.]