A problem exists with consistency in measuring and tracking students' academic goals in California Community Colleges [CCC]. Effective measurements in CCC that embody academic goals below the associate degree and four-year college articulation agreements, call for attention to determine student academic interests and completion rates. Specific problematic is the lack of adequate distinguishing of ethnic group study findings, as is necessary to determine goal completion of a specific ethnic group in higher education. The current study involved determining the relationship of five core student services and goal completion by means of regression analysis. The study population consisted of a random sample of 176 Latino students, who participated in Extended Opportunity Program Services [EOPS] during a three-year time span between fall 2005 and spring 2008 at a CCC. The findings of the study showed no significant correlation to the predicting variables with the exception of Research Question (RQ)1, revealing significant correlation between the number of counseling sessions and goal completion during spring 2007. Latinos have consistently participated in the EOPS program; but, more studies need to take place regarding the outcomes of EOPS services to Latino students. This study is important as it contributes to the field of leadership by examining the relationship of EOPS services to Latino goal completion to have an understanding of student services' outcomes. The study presents an opportunity for leaders to examine study findings that can potentially call for changes to positively impact EOPS Latino students, EOPS and the State of California at large. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]