MVC is at a tipping point in understanding how to serve students through their students of concern process. Seventy percent of the college population are students of color, and Hispanic/Latino/a students represent 50.9% of the total undergraduate body. The designation of Hispanic-serving institution (HSI) does not take into consideration how students of color are cared for through the students of concern process. If Hispanic/Latino/a students do not feel they are being served by an institution designated as an HSI, one can only infer other students of color, whose percentages are less than the White representation of 26.3%, are feeling not served. I have designed an action research study to emphasize how identity-conscious and culturally relevant policies, procedures, and practices are indispensable to the academic and personal well-being of students of color. This study's research question was: How does a biracial Latina female who struggles with mental health adapt an identity conscious approach to improve reporting and policies related to students of concern to be more culturally responsive. Through this action research study, I wanted to deepen my own understanding and the understanding of others by looking at the Mountain Early Alert Program with a critical race lens. The influence I desired with this action was to (a) disrupt the antideficit narrative in reference to minoritized populations, (b) work in community with my fellow colleagues to understand the importance of identity-conscious and culturally responsive practices to support students of color, and (c) begin to decolonize policies and practices that continue systems of oppression for minoritized populations. I interviewed students, the students of concern committee, and faculty, and I found three prominent themes: (a) best practices need to be determined and identified around case management that provide support for students of color, (b) there is a demonstrated need for training on culturally responsive practices, and (c) an understanding of identity-conscious practices is needed for committee members and faculty to facilitate success for students of color. Implications for policy and practice include (a) developing more training and awareness around identity-conscious and culturally responsive practices and (b) contributing to current literature and narratives of students of concern teams that are currently rooted in reporting and surveillance-type practices. [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.]