This study investigated the experiences of self-identified Latina/o students at a flagship state university. From a university-provided list of self-identified Latina/o undergraduate students, 117 responded to an online survey and 10 elected to participate in follow-up interviews. Students were asked about their participation in on-campus student clubs and organizations as well as interactions with faculty and staff. Nora's student engagement model framed the qualitative exploration of three emerging themes, students' levels of engagement in student organizations, their perceptions of levels of faculty support and accessibility, and their views about faculty and staff's understandings of the unique and diverse roles of Latina/o students. Implications for university administrators, faculty, and staff are discussed.