This research study explores the first-generation undergraduate Latino male student experience at a Predominantly White Institution (PWI) affiliated within Latino Greek fraternities. The Psychosociocultural (PSC) model (Gloria & Rodriguez, 2000; Pope & Reynolds, 2000) that is used highlights the psychological, social and cultural contributing factors leading to Latino male student persistence within the university context. This study emphasizes the narratives of ten undergraduate Latino males from one private research institution. These students identify as first-generation college students, American-born, and members of the Latino Greek Fraternity community on the college campus. Data findings show participants were motivated and determined to do well academically in the college classroom. Their motivations stemmed from: (1) their will and drive to make their parents proud, (2) prove to others than they can succeed, and (3) to serve as role models for younger siblings and family members. All 10 participants described goals of pursuing graduate school in the areas of medicine, law, business, engineering and international relations. Participants were also involved in the Latino Greek Fraternity community, and noted the "El Hermandad" (The Brotherhood) to be the greatest form of support during their college experience. Having "brothers" to push them academically, hold them accountable, hold meaningful discussions around academics, connect them to internships and other program opportunities made a difference in their college success. Along with peer support, the participants described having parents--mothers, fathers and stepfathers--whom were dedicated to ensuring their academic success in providing moral and emotional support. While not many participants turned to their faculty for guidance and support, those that did, received in-depth advice, mentorship and were able to strengthen their professional network. Moreover, the study participants related their ethnic identity as their driving force and greatest strength to their academic success. The participants experienced strong family values in appreciation of an education, along with the drive of wanting to prove others wrong, breaking down stereotypes in the Latino community, and they also believed their identification as Latinos gave them a critical lens in which to view the world, all of which has assisted the participants academically. Several of the participants were conflicted in the values being pushed, practiced, and taught on the campus in respect to the values taught by their parents. This study found participants who lived on the Latino Special Interest Floor to have stronger ties to the larger Latino student population on-campus, along with the participants who were involved in the Latino Greek Fraternity community. Connection to the Latino community expanded beyond the walls of the campus, even across local regional chapters and institutions. Despite the growing gender divide at all levels of education, these Latino undergraduate males are striving to succeed academically, socially, and culturally as they consistently break down existing stereotypes, take on leadership roles and thrive in the university context. The participant's resiliency and ability to persevere, despite many financial and emotional obstacles and barriers, is highlighted in the presentation of the data. The findings from this study will also shed light on implications for future research, practice and policy, which has potential to impact the greater Latino population in both the state of California and the United States. [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.]