Hispanic males, including Mexican-Americans, are enrolling in community colleges at a high rate, especially in Hispanic-Serving Institutions (HSI) that are in urban low-income areas. Unfortunately, these students are not graduating at the rate at which their population is growing in colleges. They are often stereotyped as unwilling to learn, but this could be a result of their lack of sense of belonging due to being uncomfortable around faculty members and administrators. Hispanic males bring cultural capital when they enter college, including family values and self-determination. This qualitative study was focused on the experiences of Mexican-American males in community college and their relationship with faculty members. Seven Mexican-American males who attended an HSI participated in this study. Participants varied in age, socioeconomic background, major, and years of college attendance. Data were coded and then analyzed based on five themes: teaching strategies, faculty-student engagement, classroom instruction, parental/family involvement, and a sense of belonging in the classroom. It was concluded that some participants did not know that they attended an HSI; other than Latino pictures and names adorning the hallways and buildings, the faculty did not understand the Hispanic culture or attempt to include it in the lesson. The retention of participants was mostly the result of family values and self-determination. Families instilled the importance of education, and participants were usually competitive in their personalities, which lent to doing their best on their assignments. Participants stated that they did not want their culture to be included in the lessons but preferred a more engaged lecture with a faculty member who answered questions. An argument could be made that faculty members and administrators would benefit from professional development in understanding the cultural needs of Hispanic learners. Further research could be done to focus on the cultural capital of Hispanic males that leads to retention. [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.]