Latinx students face some of the country's lowest persistence and graduation rates (Green & Wright, 2017). Previous research affirms the need to develop intentional student support programs inclusive of the characteristics, identities, strengths, and unique needs of underrepresented student populations, including Latinx students, to improve student success outcomes (Duncheon, 2018; Gibbons & Shoffner, 2004; Franklin & Slate, 2012; Green & Wright, 2017). On the other hand, experiential learning theory asserts its positive impact on the college student experience, persistence to degree attainment, and career outcomes (Barnes, 2017; Blumenstyk, 2019; Eyler, 2009). Moreover, experiential learning is associated with civic engagement and professional development (Schaffer, 2004), which aligns with the holistic approach to education embedded in the mission of faith-based higher education institutions (DeJong, 1992; Holmes, 1975; Sandin, 1982). However, how experiential learning contributes to increasing Latinx students' persistence rates and graduation rates across the higher education spectrum, including faith-based education, is not clear. The intersection of Latinx student identities, persistence challenges, experiential learning outcomes, and the lack of literature considering how these tenets intersect to impact student success at faith-based institutions inform this research. This research was conducted as an interpretivist qualitative case study to examine the experiential learning perceptions of Latinx students enrolled at faith-based institutions. Findings indicate that students make sense of their experiential learning by explaining it as opportunities for personal growth, enhanced commitment to community service, and knowledge transfer. In addition, when students' identities are associated with their experiential learning, they experience racial bias, gender bias, and financial disadvantage. Findings also revealed that experiential learning affects students' sense of enhanced self-efficacy regarding their confidence and ability to meet work-related expectations and graduate from college. Students also achieve career clarity as a result of their experiential learning. Based on the study's findings, implications for practice, policy, and further research are offered. [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.]