Latino/Hispanics are one of the largest ethnic minority groups in the United States, yet they are underrepresented in higher education. Grounded on the social cognitive theory and the Hoover-Dempsey and Sandler model, the purpose of this study was to examine the relationship between parental expectations, parental involvement, parental self-efficacy, and postsecondary planning of Latino/Hispanic students. The research questions were formulated to determine whether parental factors among Latino/Hispanic parents can predict postsecondary educational outcomes among Latino/Hispanic students. A quantitative correlational research study design was used. The target population was Latino/Hispanic parents residing in the United States with at least one child in their junior or senior year of high school. A purposive sampling procedure was used to select 96 participants for an online survey. Ordinal logistic regression was used to determine whether parental expectations, involvement, and self-efficacy were predictors of postsecondary education plans among Latino/Hispanic students. Increased odds of postsecondary education plans had a statistically significant association with increased parental expectations but not with parental involvement and self-efficacy. The study findings indicated that parental socialization factors predicted postsecondary educational outcomes among Latinos/Hispanics. Using the study findings, educators may be able to promote positive social change by developing curriculum activities that assist parents in influencing their children's postsecondary education outcomes. [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.]