The Latino population in the United States has risen at the fastest rate in the last 50 years, relative to all other ethnic groups. However, the percentage of Latino males enrolling and graduating from colleges and universities has not kept pace with the population growth, especially at Ivy League institutions. Furthermore, many Latino males that attend Ivy League institutions have stated the environments they encountered there are not diverse, equitable, or inclusive, which makes it difficult for them to integrate academically and socially. This interpretative phenomenological analysis (IPA) investigated the individual reactions of eighteen Latino male students enrolled at eight Ivy League institutions to their experiences in the classroom, with curriculum, on campus, and in interactions with faculty and peers. Participants, through their stories, revealed they faced various barriers which made it difficult for them to integrate academically and socially while studying in an environment where they were made to feel they do not belong. Findings propose that higher education administrators address specific factors to make it possible for Latinos males to integrate academically and socially while also creating a more diverse, equitable, and inclusive environment that allows them to feel a sense of belonging. The contributions of the study, limitations, and future recommendations for research are also 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.]