The U.S. Latino population has surpassed 62 million and is projected to represent close to 29% of the entire U. S. population by 2060. Despite being the fastest-growing ethnic group in the United States, Latinos hold the fewest college degrees compared to their peers. Current research illustrates that to address the lag in rates of degree attainment among the Latino population within postsecondary educational systems, the need to increase Latino conscientious support systems is essential. The problem addressed in this study is the perceived educational barriers and the persistent lag in degree attainment of Latina students despite the attention and efforts applied to implementing equitable and inclusive student support programs in institutes of higher education. Utilizing Bensimon's cognitive frames as the guiding framework for this qualitative case study, the purpose of this study was to examine the lag in degree attainment of 10 Latina students by exploring the perceived barriers faced while attending an institute of higher learning in Washington State. Data was collected utilizing one-on-one interviews and a focus group and analyzed utilizing the aid of NVivo™ and Rev™ transcription software. Based on the findings that Latinas feel unsupported navigating the higher education system and have multiple barriers to remaining enrolled in college, recommendations include critical evaluation of the student's perceived experience with institutional barriers utilizing a longitudinal cohort study and a critical evaluation of the cognitive frames of institutional staff, faculty, and leadership. Significant implications for the Latina community and the economic competitiveness of the United States will persist if the lag of degree attainment continues for the fastest growing ethnic group in the United States. [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.]