A paradox exists among Hispanic college-bound students: despite a greater inclination toward pursuing a college education, they are among the least likely to persist toward graduation. This study contributes to understanding Hispanic persistence and retention strategies at a Predominantly White Institution (PWI). It examines the relationship between Cultural Intelligence (CQ) and Grade Point Average (GPA) among Hispanic and White non-Hispanic students, considering theories and practices related to persistence and retention. The study explores how Hispanic students respond to retention efforts at a select PWIs and whether a student's level of Cultural Intelligence influences their decision to persist or depart. The research utilized a correlational quantitative research design, employing a 39-item E-CQS (Expanded Cultural Intelligence Scale) © instrument. Data were analyzed using SPSS to identify relationships between Hispanic academic success and CQ scores, as well as any differences between Hispanic and White non-Hispanic students at a selected PWI. Results for the first research question revealed a significant relationship between the Metacognitive subscale of CQ and GPA, but it did not indicate an overall relationship between GPA and CQ amongst Hispanic students. Regarding the second research question, there was no significant difference in GPA between the two groups, but there were significant differences amongst the CQ subscales, suggesting varying levels of Cultural Intelligence between Hispanic and White non-Hispanic students. Further analysis for the third research question revealed a significant difference in overall CQ scores, indicating that Hispanic students may require a higher level of CQ to persist at a select PWI. Results of the fourth research question showed that Hispanic students also exhibited significant differences in the Motivational and Cognitive subscales, possibly confirming a higher desire to enroll and a greater understanding of cultural experiences. However, the Metacognitive and Behavioral subscales expressed a lesser but still significant difference, suggesting a possible drop in interest to formulate a strategy to persist and a slightly lesser desire to act or implement the actual strategy. Recommendations for further studies include breaking down Hispanic students into subgroups at PWIs, adding a qualitative element, and comparing results from students graduating from mono-cultural dominant or multi-cultural high schools. [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.]