Recently, there has been a greater focus directed towards the collegiate experiences and success of male students of color on college campuses. In response, many campuses have begun implementing interventions or programs for the purpose of retaining Latinx men and men of color. Male-centered student programs provide Latinx men with a community and a space to share their experiences and backgrounds and explore their identities with their peers and mentors. However, few studies have analyzed whether these types of interventions are influencing the identity development of the student participants. Specifically, for Latinx male students, the intersectionality of their identities (ethnicity, race, gender, class, etc.) have an influence in how they navigate spaces in higher education and interact with their peers (Torres & Baxter Magolda, 2004). This study will examine Latinx men and male-centered programs at four-year universities by answering the following research question: What influence, if any, do connections cultivated in male-centered student initiatives have on the identity development of Latinx men enrolled at four-year universities?